08/27/2024
By Zakkiyya Witherspoon

The School of Education invites you to attend a doctoral dissertation defense by Xiaoye Yang “Exploring and Enhancing Sense of Belonging in Higher Education: A Comprehensive Analysis of Measurement Instruments, Related Concepts, and Program Effectiveness”

Candidate: Xiaoye Yang
Degree: Doctoral in Research & Evaluation in Education
Defense Date: Thursday, Aug. 29, 2024
Time: 10:30 a.m.
Location: Coburn Hall Room 210
Thesis/Dissertation Title: "Exploring and Enhancing Sense of Belonging in Higher Education: A Comprehensive Analysis of Measurement Instruments, Related Concepts, and Program Effectiveness”

Dissertation Committee

  • Dissertation Chair: Hsien-Yuan (Mark) Hsu, Ph.D., Associate Professor of Research and Evaluation in Education, School of Education, University of Massachusetts Lowell
  • Jill Hendrickson Lohmeier, Ph.D., Professor of Research and Evaluation in Education, School of Education, University of Massachusetts Lowell
  • Yanfen, Li, Ph.D., Assistant Professor of Biomedical Engineering, Francis College of Engineering, University of Massachusetts Lowell

Abstract
Sense of belonging (SB) is a fundamental human need closely tied to well-being, self-esteem, and mental health. In higher education, a strong SB enhances academic self-confidence, motivation, and achievement, thereby promoting student retention and persistence. However, SB is a complicated construct with various conceptual definitions. Several instruments have been developed to measure SB from both single-dimensional (e.g., Goodenow’s Psychological Sense of School Membership) and multi-dimensional perspectives (e.g., Slaten et al.’s University Belonging Questionnaire). Thus, researchers face challenges in selecting appropriate instruments that yield trustworthy measurement outcomes. Additionally, no rigorous study has drawn parallels between the definitions of SB and related concepts or categorically details the instruments available for each concept. This oversight challenges researchers and educators aiming to foster student belonging and can lead to unintended conflation of terms.
This study has three main objectives. Firstly, it will comprehensively review existing SB measurement instruments in higher education. Secondly, it will clarify the definitions and intersections of related concepts such as “university connectedness,” “sense of inclusion,” “sense of social fit,” “sense of community,” and “perceived cohesion”. Lastly, it will apply these instruments to evaluate the effectiveness of the River Hawk Scholars Academy (RHSA) program in fostering First-Generation College Students (FGCS)’ SB to both RHSA and the university.

By offering a detailed analysis of SB instruments, related concepts, and program impacts, this research provides valuable insights for educators and policymakers to design interventions that enhance student belonging and success. These findings can be instrumental in developing targeted strategies that address the specific needs of diverse student populations, thereby fostering a more inclusive and supportive educational environment.