Sense of Belonging

In the aggregate, a vast majority across all four populations (around 90%) report feeling like they belong to the UMass Amherst community at least “to some extent.” However, the percent who feel like they don’t belong at all exceeds 20 percent for some social identity groups. As one example, consider differences in belonging by race/ethnicity across populations (see graphs below): To varying degrees, Black, Latinx, and Multiracial individuals are less likely than White individuals to feel they belong “to a great extent” or “to some extent.” 

The interactive Tableau dashboards associated with this report (see links at end of document) provide additional insights about similarities and differences in sense of belonging by social identity aspects. Exploration of these interactive graphs reveals additional social identity groups with 20 percent or more who feel they belong “to no extent” (e.g., non-binary graduate students, faculty who identify as having a disability, and undergraduates who identify as having a mental health disability). Further, across all four populations (to varying degrees) survey participants with the following identity aspects are among those most likely to report a strong sense of belonging: men, heterosexuals, and individuals without a disability. Conversely, individuals who identify as women, non-binary, trans, gender questioning, LGB, “another” sexual orientation, or having a disability are among the least likely to report a strong sense of belonging.

Intersectionality

As mentioned previously, intersectional analyses are one avenue for developing a deeper understanding of sense of belonging. This analytic practice allows for close examination of specific subgroups of students, staff and faculty, and is particularly useful for illuminating the experiences of those whose social identities include more than one historically marginalized identity aspect. As an example, the chart below shows, for undergraduate students, sense of belonging (to a great extent) by disability identity, controlling for race/ethnicity. As illustrated, across most racial/ethnic groups, the percent of undergraduates indicating that they feel like they belong “to a great extent” is lower for those who have a disability. Future research briefs will continue to explore the relationship between intersecting identities and individuals’ experiences with the campus climate. 

Belonging is widely recognized as an important concept for understanding campus climate. Studies at UMass Amherst and nationally find that individuals’ sense of belonging is tied to their overall evaluation of the campus environment and their institutional commitment. For example, in a retention study conducted by the Office of Academic Planning and Assessment (OAPA) (requires UMass sign-in), undergraduates’ sense of belonging was among the strongest predictors of one-year retention. This relationship between belonging and institutional commitment and retention is echoed in other research, including studies that focus on students’ sense of belonging across varied social identities (see, for example, Eunyoung, K. & Irwin, J.P., 2013; Gopalan, M., & Brady, S. T. 2020; Hausmann, L.R.M., Schofield, J.W., & Woods, R.L., 2007)1.

Results from the current campus climate survey further support the importance of considering feelings of belonging when evaluating campus climates. The graph below shows the relationship between undergraduates’ sense of belonging at UMass Amherst and their evaluation of their overall experience at the university. Among undergraduates who indicated feeling like they belong “to a great extent,” 46 percent evaluate their overall experience at UMass Amherst as “Excellent.” For those who feel they belong “to no extent,” only 1 percent rate their overall experience at UMass Amherst as “Excellent” -- and 32 percent rate their overall experience as “Poor.”

If you use the “Select Population” drop-down menu (top right corner) to view this bar chart for each population, you will see that a stark association between sense of belonging and individuals’ evaluations of their overall university experience is common across all four populations (undergraduates, graduate students, staff, and faculty). These results and others suggest that developing a deeper understanding of sense of belonging among members of our campus community is likely to provide important insights about recruitment and retention of students, staff, and faculty. Exploration of belonging by intersecting social identity aspects is key to developing a deeper understanding of belonging, including identification of sub-groups for whom sense of belonging is elusive. The CCS research team will be undertaking deeper dives on this front over the next several months. 

1) Eunyoung, K. & Irwin, J.P. (2013). College Students’ Sense of Belonging: A key to educational success for all students by Terrell L. Strayhorn (review). The review of Higher Education, 37 (1). 119-122 (Review). Gopalan, M., & Brady, S. T. (2020). College students’ sense of belonging: A national perspective. Educational Researcher, 49(2), 134–137. Hausmann, L.R.M., Schofield, J.W., & Woods, R.L. (2007). Sense of belonging as a predictor of intentions to persist among African American and white first-year college students. Research in Higher Education, 48(7), 803-839. 3.

Analysis of sense of belonging in relation to survey participants’ experiences with unfair treatment provides insight to this question. Respondents were asked if they had experienced unfair treatment based on a range of specific social identity aspects. About one-third of undergraduates (38%) and graduate students (35%) reported experiencing at least one form of identity-based unfair treatment. The rates are higher for faculty and staff (excluding A&F), with over one-half of staff (52%) and faculty (56%) reporting some form of identity-based unfair treatment. A future research brief will focus on experiences with unfair treatment, investigating differences by social identity characteristics as well as impacts and help-seeking. The quotes below provide a glimpse into the types of unfair treatment described by survey participants. 

“N word with derogatory commentary was said by student on [the course online platform]. I informed the professor and he did not seem to care much about my comfort in the class/ that there was racism happening in his class platform...As a Black person this is draining, and insensitive to my mental health... Black students on campus deal with this kind of stuff way more often than administration could even know.”
(Undergraduate Student)

“I was repeatedly referred to by the wrong gender …. No one was ever held responsible for my mistreatment...I was crushed. It led to panic attacks and other mental health challenges. I no longer feel welcome in my department.”
(Faculty Member)

“Throughout my time at UMass, my experiences as a low-income, first generation college student have been consistently dismissed or challenged. I have had classmates repeatedly say things like, "You couldn't have really been that poor", "You sound like you're from the middle class"...I have had multiple professors say that I don't sound like I am poor...”
(Graduate Student)

“We had discussions about what some called unfair treatment and inappropriate behavior but it became SUPER clear to me that no matter who I turned to for support, it was not going to go anywhere. This quickly made me regret accepting to work at UMass. I felt alone.”
(Staff Member)

The graph below shows that graduate students who reported experiencing identity-based unfair treatment are much less likely (than those who did not) to report feeling like they belong “to a great extent” (18% v. 36%), and are much more likely to indicate feeling like they belong “to no extent” (20% v. 7%). If you use the “Select Population” drop-down menu (top right corner) to view this bar chart for each population, you will see that the relationship between sense of belonging and identity-based unfair treatment is similarly negative across all four populations (undergraduates, graduate students, staff, and faculty), although less pronounced for undergraduates. These results and others suggest that diminishing the prevalence of identity-based unfair treatment within our campus community may lead to enhanced sense of belonging, and positively impact the campus climate for inclusion.  

The CCS survey included additional indicators of “belonging,” including the extent to which individuals have a good support network, have a mentor or role model, and feel like they can openly share their point of view. Across all four populations, 80 percent or more of respondents say they have a good support network and can openly share their point of view at least to some extent. However, slight differences among populations are observable with regard to having a mentor/role model: graduate students are more likely to report having a mentor/role model to at least some extent (81%) compared to faculty, undergraduates, and staff (70%).

Across all populations, sense of belonging is correlated with the extent to which respondents have a good support network. Other factors that are positively associated include feeling connected to UMass Amherst overall (graduate students, faculty, and undergraduates), and being able to openly share one’s point of view (faculty and staff).

In turn, having a good support network is, to varying degrees across populations, positively associated with having a role model or mentor (all four populations), feeling connected to other students (undergraduates) or to one’s program/department/unit (graduate students, staff, and faculty), and feeling one can openly share one’s views (faculty and staff).

Fostering a Sense of Belonging

The findings noted above suggest the importance of fostering inclusive affinity-based relationships and groups at UMass Amherst (e.g., mentoring relationships, peer groups, departments/units/programs) that may help members of our community build supportive interpersonal networks. Supportive relationships and communities can facilitate and foster a sense of belonging and (in turn) a commitment to the institution. The graph below shows the relationship between belonging and undergraduate involvement with a range of campus-based groups and roles (e.g., Registered Student Organizations (RSOs), athletics, music groups, Residential Assistant or Peer Mentor, etc.). As illustrated, undergraduates who report involvement with one or more groups/roles are more likely to report a strong sense of belonging than are those who are not affiliated.

Suggestions for fostering a sense of belonging for UMass Amherst community members can be found in responses to the open-ended survey question that asked survey participants to share “three specific things that need to change to make UMass Amherst a more welcoming and inclusive place for all.” Among the wide array of suggestions offered are a number that relate specifically to building a sense of belonging and creating supportive networks. Below is a sampling of these comments, from students, staff, and faculty:

“...There is very little onboarding of staff in terms of understanding how my role and work fit into the big(ger) picture, introduction to the organizational culture, and or connecting with mentors.”
 (Staff Member)

“Greater effort to build community across grad students from all backgrounds within departments and across different departments”
(Graduate Student)

“More opportunities for Students that are considered "racial Minority." Show them they can be heard, there is a space for them, so they can feel connected, that there is not space for Euro-Americans only.” (Undergraduate)

“More mutual mentoring networks for members of underrepresented groups”
 (Faculty Member)

“It needs to be easier to find groups to connect to based on identity” (Undergraduate)

“Access to resources, really connect with marginalized identities and make sure they know about ALL the resources available at UMass.”
(Graduate Student)

“Offer a space for people who feel like they do not belong to come together and explore belonging and being with our differences together.” 
(Faculty Member)

“Provide structural changes to support diversity not just PR opportunities. Posters are nice, training in your language or promotion opportunities for all are nicer.”
 (Staff Member)