Journal of Further and Higher Education,
Год журнала:
2024,
Номер
48(9-10), С. 879 - 896
Опубликована: Окт. 8, 2024
Research
suggests
a
connection
between
student
relationships
with
other
students
and
lecturers,
their
outcomes
experiences
of
higher
education.
Yet,
master's
are
overlooked
in
this
area
practice
research,
few
studies
investigating
relationship
building
at
the
postgraduate
level.
To
date,
moreover,
no
have
used
restorative
circles
–
methodology
for
designing
structuring
dialogue
processes
that
aims
to
build
among
group
on
programmes.
This
article
outlines
key
findings
from
study
novel
project,
'MA
Dialogue',
an
Irish
degree.
Using
circles,
brought
lecturers
together
regular
conversations
relationships.
The
dataset
consists
35
interviews
(26/51)
(9/10)
who
participated
Dialogue'
sessions
over
two
academic
years,
considering
perceptions
its
impact.
indicate
project
was
experienced
as
unique
opportunity
building,
reportedly
perceived
humanise
facilitate
students'
transitions
study,
support
teaching
learning.
If
is
pedagogical
strategy
transcends
geographical
disciplinary
boundaries,
then
quantitative
research
warranted
investigate
effectiveness
relationship-building
International Journal of STEM Education,
Год журнала:
2024,
Номер
11(1)
Опубликована: Фев. 16, 2024
Abstract
Background
Women
and
ethnic
minorities
have
historically
been
underrepresented
in
some
STEM
fields.
It
is
therefore
important
to
understand
the
factors
influencing
students’
persistence
fields,
what
belonging
means
from
voices
of
socio-demographically
diverse
students,
order
ensure
equity
among
students
fields
increase
their
this
field,
which
has
not
clearly
defined
literature,
there
a
lack
agreement
about
definition
itself.
For
purpose,
perspectives
England
are
brought
together
study
an
attempt
better
concept
within
broader
context
integration.
Result
The
inductive
thematic
analysis
with
313
A-level,
undergraduate
postgraduate
Mathematics,
Physics,
Chemistry
showed
that
compared
male
it
was
mostly
female,
non-binary,
non-White,
first-generation
who
as
‘Feeling
safe
comfortable
community
settings’.
This
theme
by
participants
group/community/learning
environment
individual
belongs,
interaction
people
comfort
participation/interaction
creates.
Students
stressed
importance
creating
supportive
welcoming
so
individuals
can
feel
at
home,
well
for
all
identities,
genders,
ethnicities,
backgrounds.
Based
on
participants’
responses,
also
conceptualised
having
four
phases:
‘adaptation
phase’,
‘integration
‘continuum
‘transition
phase’.
These
phases
comprise
consecutive
interconnected.
Conclusion
concluded
human
beings
connected
relational
way
(either
strong
or
weak)
develops
result
interactions
‘self’
‘others’
shared
passion
interest
Although
intrinsic
motivation
prompts
(i.e.
resilience,
beliefs
capacity/ability
curiosity,
etc.),
social
determinants
receiving
adequate
support
members
community,
capital
cohesion,
etc.)
play
significant
role
individual’s
sense
belonging.
Science Education,
Год журнала:
2025,
Номер
unknown
Опубликована: Янв. 29, 2025
ABSTRACT
Having
a
sense
of
belonging
can
promote
persistence
in
the
STEM
fields,
but
less
is
known
about
what
it
means
to
develop
that
belonging.
To
investigate
this
phenomenon,
we
conducted
semi‐structured
interviews
with
cohort
students
(
n
=
10)
nearing
graduation
at
an
urban
university
regarding
their
and
qualitatively
coded
using
thematic
analysis.
Results
revealed
all
interviewed
clearly
articulated
feelings
belonging,
making
them
ideal
population
from
which
learn
more.
We
applied
two
frameworks
guide
our
understanding
factors
promoted
development
for
these
students:
Network
Theory
Social
Capital
Counterspaces
Framework.
The
described
experiences
relation
elements
social
capital
counterspace
processes
as
they
reflected
on
One
element
capital,
“reinforcement,”
or
assurance
recognition
one's
worthiness
member
group,
was
most
prevalent
influencing
participants'
“Direct
relational
transactions,”
exchange
resources
within
community,
process
discussed
by
participants.
Our
findings
expand
utility
add
theoretical
underpinnings
frameworks,
indicating
gaining
experiencing
counterspaces
contribute
undergraduate
student
BMC Medical Education,
Год журнала:
2025,
Номер
25(1)
Опубликована: Фев. 25, 2025
Abstract
Purpose
of
study
Despite
the
recognized
importance
an
ethnically
diverse
healthcare
workforce,
current
population
medical
specialists
does
not
adequately
reflect
our
society.
To
further
unravel
how
and
at
which
stages
career
path
such
diversity
loss
occurs,
we
studied
ethnic
perceptions
inclusiveness
among
residents.
Materials
methods
We
conducted
a
cross-sectional
all
residents
Erasmus
Medical
Center
in
highly
multicultural
city
Rotterdam,
Netherlands.
An
online
survey
was
distributed,
inquired
about
(i)
(ii)
inclusivity.
The
latter
outcome
includes
sense
belonging
to
team
supervisors,
measured
by
perceived
level
resemblance
between
their
supervisor(s),
while
focusing
on
ethnic,
cultural,
socioeconomic
levels.
Residents
from
different
specialties
were
divided
into
four
groups,
according
specialty,
i.e.,
surgical
specialties,
internal
medicine
overall
diagnostic/supportive
family
&
intellectual
disability
medicine.
Descriptive
statistics
applied.
Results
From
total
986
invited
residents,
493
(50.0%)
participated
(median
age
32
years
[IQR
30–34]),
consisting
346
(70.2%)
females.
showed
that
majority,
335
(68.2%)
Dutch
origin,
90
(18.3%)
children
migrants,
66
(13.4%)
migrants.
observed
notable
differences
across
with
highest
degree
specialties.
Except
for
supportive
other
who
are
(children
of)
migrants
reported
significantly
more
often
they
experienced
and/or
cultural
levels
supervisors
than
origin.
Conclusion
While
underrepresented
this
cohort,
especially
given
demographic
distribution
region
comparison
results
previously
published
census
data
students
cohorts
indicates
no
substantial
transition
student
residency.
Yet,
these
groups
scored
lower
questions
related
belonging.
Clinical
trial
number
Not
applicable.
International Journal of Applied Linguistics,
Год журнала:
2025,
Номер
unknown
Опубликована: Март 20, 2025
ABSTRACT
This
study
explores
the
emotional
entanglements
and
lived
experiences
of
students
at
an
English‐medium
international
branch
campus
in
Middle
East
following
announcement
its
closure.
Using
interpretive
phenomenological
approach,
it
examines
how
students’
emotions
are
deeply
intertwined
with
identity
racialized
geopolitics
shaping
their
transnational
institutional
belonging.
In‐depth,
semi‐structured
interviews
were
conducted
12
Asian
Arab
students,
whose
non‐citizen
status
made
them
particularly
vulnerable
to
closure's
consequences.
A
thematic
analysis
revealed
three
overarching
themes:
disruption
belonging,
geopolitical
frustrations,
increased
solidarity
among
peers.
The
closure
not
only
created
uncertainty
around
academic
trajectories
but
also
intensified
feelings
othering
discrimination
tied
broader
racialized,
dynamics.
However,
shared
experience
upheaval
cultivated
a
sense
camaraderie
as
bonded
over
and,
for
some,
reaffirmed
identities
within
campus.
contributes
growing
body
research
on
enmeshed
identity,
power,
space.
It
illustrates
decisions
higher
education
contexts
can
disrupt
trajectories,
reshape
personal
collective
identities,
impact
belonging
well‐being.
