A question of belonging: race, social fit, and achievement.

By Gregory Walton, Geoffrey L. Cohen. Journal of Personality and Social Psychology, 2007

2,104 citations recorded by the source corpus.

Subfields: Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/ea11eb59a8105e5d96d1a478b683db1c4c319b12

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Citations in the corpus

Dropout Prediction in MOOCs using Learner Activity Features (2014, background): “Secondly, we believe that other persistence factors exist that have to be studied, including mindset, selfefficacy (Bandura, 1994), goal setting (Locke & Latham (1990), Locke & Latham (2002)), and social belongingness (Walton & Cohen (2007), Walton & Cohen (2011)).”
Social Identity and Achievement Gaps: Evidence From an Affirmation Intervention (2015, background): “uncertainty about social belongingness can have direct implications for the performance of stigmatized students (e.g., Walton & Cohen 2007).”
Stereotype Threat in Organizations: Implications for Equity and Performance (2015, background): “…host of problematic psychological and performance outcomes follow: Theymay conclude that they do not belong or fit there (e.g., Cheryan et al. 2009, Walton & Cohen 2007) or feel less trust and motivation and greater anxiety (e.g., Bosson et al. 2004, Emerson &Murphy 2015, Johns et al. 2008), and…”
Black and Belonging at School: A Case for Interpersonal, Instructional, and Institutional Opportunity Structures (2018, background): “Black Americans are often stigmatized in academic settings, leading them to be aware of, and concerned with, circumstances that could threaten their sense of school belonging (Walton & Cohen, 2007).”
Through the Eyes of Students (2017, background): “By contrast, a student’s sense of not belonging, of being out of place, leads to withdrawal from contact that further undermines motivation to persist (Walton & Cohen, 2007).”
Math and Science Attitudes and Achievement at the Intersection of Gender and Ethnicity (2013, background): “…have greater potential to recruit students into particular academic majors when they convey a sense of belonging in those fields (Cheryan, Drury, & Vichayapai, 2013; Walton & Cohen, 2007), and they may be a critical factor in students’ decisions about which fields are suitable (Cheryan, 2012).”
The Psychology of the Affirmed Learner: Spontaneous Self-Affirmation in the Face of Stress. (2016, background): “Academic belonging assesses the degree to which students feel that they belong and are accepted in school, an index of the perceived goodness of fit between the self and one’s school environment (Walton & Cohen, 2007).”
Belonging Mediates Effects of Student-University Fit on Well-Being, Motivation, and Dropout Intention (2018, background): “…plausible that the fit that students experience between their self-construal (and the implied values) and the university norms increases the psychological closeness between the student and the university, preventing the students from experiencing uncertainty about belonging (Walton & Cohen, 2007).”
Two brief interventions to mitigate a “chilly climate” transform women’s experience, relationships, and achievement in engineering. (2014, background): “…nonbelonging; this perspective can color interpretations of ambiguous events, leading students to view even commonplace adversities like difficulty making friends or receiving critical feedback as evidence they do not belong in general, further eroding feelings of belonging (Walton & Cohen, 2007).”
The Influences of Perceived Identity Compatibility and Social Support on Women in Nontraditional Fields During the College Transition (2011, background): “For example, Walton and Cohen ( 2007 ) demonstrated that “belonging uncertainty” (ie, the questioning of the validity of one's social connections) undermines the achievement outcomes (grades) of members of traditionally marginalized groups (ie, African Americans) within a university setting.”
The Stereotypical Computer Scientist: Gendered Media Representations as a Barrier to Inclusion for Women (2013, background): “…When choosing a major, undergraduates not only consider required classes and career prospects, but they also compare themselves to those currently in the field for clues about whether they belong and would be successful there (Creamer et al. 2007; Hannover and Kessels 2004; Walton and Cohen 2007).”
Reflections on Student Persistence (2017, background): “Both undermine academic performance (Walton & Cohen, 2007).”
Self-Affirmation: Understanding the Effects (2013, methodology): “In the realm of chronic identity threats and academic performance, affirmation changed the subjective construal of minority students, such that daily stressful events became less associated with perceptions of racial threat (Sherman et al., 2013; see also Walton & Cohen, 2007).”