Sense of Peer Belonging and Institutional Acceptance in the First Year: The Role of High-Impact Practices
Sense of Peer Belonging and Institutional Acceptance in the First Year: The Role of High-Impact Practices
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第一年的同伴归属感和机构接受度：高影响力实践的作用
DOI：
10.1353/csd.2017.0042
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发表时间：
2017
影响因子：
2.1
通讯作者：
Amber D. Dumford
中科院分区：
文献类型：
--
作者：
Amy K. Ribera;Angie L. Miller;Amber D. Dumford
翻译后摘要：在这项研究中，我们研究了高影响力的做法发挥的作用，在塑造一年级学生的归属感，因为它涉及到同龄人和机构的接受。我们使用的数据来自全国学生参与度调查（N = 9，371），结果显示，历史上代表性不足的人群在他们的同龄人之间的归属感和与机构的联系方面存在令人不安的差距。然而，当学生参与某些高影响力的实践（学习社区，服务学习，与教师的研究，校园领导），积极的协会被发现，即使在控制其他机构和学生层面的特征。第一年的规划的影响进行了讨论。
Abstract:In this study we examined the role that high-impact practices play in shaping first-year students' sense of belonging as it relates to peers and institutional acceptance. We used data from the National Survey of Student Engagement (N = 9,371), and results revealed troublesome gaps for historically underrepresented populations in their sense of belonging among their peers and affiliation with the institution. Yet, when students participated in certain high-impact practices (learning communities, service learning, research with faculty, and campus leadership), positive associations were found, even after controlling for other institutional- and student-level characteristics. Implications for first-year programming are discussed.