Social Class and Belonging: Implications for College Adjustment

By J. Ostrove, Susan M. Long. 2007

537 citations recorded by the source corpus.

Subfields: Education, Organizational Behavior and Human Resource Management, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/c6c77147f871f31fe62d20a288dd64e500a4847e

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Citations in the corpus

Perceived Stress and Life Satisfaction in College Students: Belonging and Extracurricular Participation as Moderators (2015, background): “High psychosocial and academic adjustment of the college students having a high college belonging (Hagerty & Williams, 1999; Hausmann et al., 2007; Ostrove & Long, 2007; Pittman & Richmond, 2007) may facilitate coping with stress.”
A Critical Cultural Wealth Model of First-Generation and Economically Marginalized College Students’ Academic and Career Development (2020, background): “…experiences, financial security, educational access, feelings of exclusion, concerns about time and money, and perceived differences between one’s familial and institutional social class statuses and sense of belonging at college (R. G. Langhout, Drake, & Rosselli, 2009; Ostrove & Long, 2007).”
Finding My Way: Perceptions of Institutional Support and Belonging in Low-Income, First-Generation, First-Year College Students (2017, background): “Low-income and working-class students struggle more with belonging in higher education than their middle-class and upperclass peers (Ostrove & Long, 2007; Soria & Stebleton, 2013; Soria, Stebleton, & Huesman, 2013).”
Sense of Belonging and Self-Regulated Learning: Testing Achievement Goals as Mediators (2018, unknown): “…& Carter, 1997; Johnson et al., 2007; Strayhorn, 2012; Walton & Cohen, 2007); female students in science, technology, engineering, or math fields (Good, Rattan, & Dweck, 2012; Smith, Lewis, Hawthorne, & Hodges, 2013); and students with low socioeconomic status backgrounds (Ostrove & Long, 2007).”
Brief Research Report: Sense of Belonging and Academic Help-Seeking as Self-Regulated Learning (2019, background): “College students’ strong sense of belonging is also positively associated with perceived social acceptance and social adjustment (e.g., Gummadam et al., 2016; Ostrove & Long, 2007).”
Race and Belonging in School: How Anticipated and Experienced Belonging Affect Choice, Persistence, and Performance (2015, background): “For example, Ostrove and Long (2007) found that, at a prestigious liberal arts college, feelings of belonging fully mediated the relationship between both objective and subjective measures of students’ social class origins and their college outcomes such that the negative impact of lower SES on…”
The Experience of Low-SES Students in Higher Education: Psychological Barriers to Success and Interventions to Reduce Social-Class Inequality (2017, background): “Consequently, low-SES students regularly report feeling like they “do not belong” in the college context (Harackiewicz et al., 2014; Ostrove & Long, 2007; Pittman & Richmond, 2007; Rubin, 2012; Soria & Stebleton, 2013) and are particularly prone to experience “imposter syndrome” (i.e., the feeling…”
Identifying attrition risk based on the first year experience (2018, background): “In contrast, FIF students showed, on average, a lower sense of belonging and intellectual engagement than NFIF students (O’Shea, 2016; Ostrove & Long, 2007).”
Sentido de Pertenencia (2008, background): “The second stream of scholarship focuses on the relationship between sense of belonging and other variables (Johnson et al., 2007; Ostrove & Long, 2007).”
“I Am Working-Class” (2014, background): “…a recent nationally representative U.S. survey found that more than 98% of respondents were able to self-identify as either “upper class” (2%), “upper middle-class” (15%), “middle class” (49%), “lower middle-class” (25%), or “lower class” (7%; Morin & Motel, 2012; see also Ostrove & Long, 2007).”
The Impact of Culturally Engaging Campus Environments on Sense of Belonging (2016, background): “…accounted for 68% of the variation in belonging, which is a greater portion of variance in belonging explained by previously examined statistical models (Freeman et al., 2007; Johnson, 2012; Johnson, et al., 2007; Locks et al., 2008; Maestas et al., 2007; Ostrove & Long, 2007; Strayhorn, 2008).”
The Roles of Perceived Identity Compatibility and Social Support for Women in a Single-Sex STEM Program at a Co-educational University (2011, background): “Past work suggests that sense of belonging, or feeling like one is accepted and fits in well in the STEM major environment or university, is a key indicator of psychological engagement in academic settings, including academic and social adjustment (e.g., Ostrove and Long 2007 ).”
A Sense of Belonging Among College Students With Disabilities: An Emergent Theoretical Model (2015, background): “…the sense of belonging for other historically marginalized student groups, such as gay students (Strayhorn, 2012) and students from lower-socioeconomic statuses (Ostrove & Long, 2007), yet, we know very little about the development of a sense of belonging for college students with disabilities.”
School Belonging, Ethnic Identity, and Psychological Adjustment Among Ethnic Minority College Students (2016, background): “…a sense of belonging in college was found to mediate the association between social class and academic and social adjustment in college, such that lower social class predicted lower levels of school belonging, which in turn predicted lower academic and social adjustment (Ostrove & Long, 2007).”
An interdisciplinary meta-analysis of the potential antecedents, correlates, and consequences of protégé perceptions of mentoring. (2013, background): “…is discussed as a strategy to increase student integration into the university community and profession, combat feelings of loneliness that often accompany the transition to college and graduate school, and facilitate engagement in learning (Austin, 2002; Jacobi, 1991; Ostrove & Long, 2007).”