04/02/2025
By Zakkiyya Witherspoon

The School of Education invites you to attend a doctoral dissertation defense by Xiaoye Yang “Sense of Belonging Among First-Generation College Students: Studies of Instrument Validation and Program Evaluation.”

Candidate: Xiaoye Yang
Degree: Doctoral, Research & Evaluation
Defense Date: Monday, April 7, 2025
Time: 2 p.m.
Location: Coburn Hal, Room 275
Thesis/Dissertation Title: "Sense of Belonging Among First-Generation College Students: Studies of Instruments Validation and Program Evaluation.”

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
Committee Member: Jill Hendrickson Lohmeier, Ph.D., Professor of Research and Evaluation in Education, School of Education, University of Massachusetts Lowell
Committee Member: Yanfen, Li, Ph.D., Assistant Professor of Biomedical Engineering, Francis College of Engineering, University of Massachusetts Lowell..

Abstract
Sense of belonging (SB) is a critical factor influencing student success, particularly for first-generation college students (FGCS), who often face unique challenges in navigating higher education. This dissertation examines SB through two complementary studies: a scoping review of SB measurement instruments and an evaluation of the River Hawk Scholars Academy (RHSA) Support Pod Program at the University of Massachusetts Lowell (UML), a targeted initiative designed to enhance SB, academic planning, financial self-efficacy, and other important outcomes among FGCS.
The first study systematically reviews 15 SB instruments used in higher education, identifying key theoretical frameworks, psychometric properties, and validation methods. Utilizing the PRISMA 2020 flow diagram, this review synthesizes how SB has been conceptualized and measured, revealing a predominance of multidimensional instruments (60%) across studies. However, the findings highlight gaps in demographic representation and theoretical diversity, emphasizing the need for more inclusive SB measurement tools that better capture the experiences of underrepresented student populations, including FGCS.
Building on these insights, the second study evaluates the RHSA Support Pod Program’s effectiveness in fostering SB, academic planning, financial self-efficacy, and other important outcomes among FGCS. The program serves 433 first-year FGCS, with over 23% from Kennedy College of Sciences and Francis College of Engineering. The gender distribution is nearly even, and Hispanic students represent the largest racial group (31.18%), followed by white students (21.25%). Using Kirkpatrick’s Four Levels of Training Evaluation Model, this study employs a mixed-methods approach, incorporating secondary data analysis, pre- and post-survey comparisons, support pod feedback surveys, and focus group interviews. The survey analysis included 316 pre-survey and 460 post-survey responses, with 103 matched responses for longitudinal comparison. Additionally, text mining was applied to analyze open-ended survey responses, and pod feedback surveys, offering deeper insights into students’ perceptions of SB and the program’s impact.
Findings indicate that students generally appreciated the RHSA Support Pod Program for fostering a sense of belonging, offering academic and career support, and providing practical strategies for stress and time management. However, they continued to face challenges such as academic pressure, mental health struggles, and financial concerns—especially among commuter students. Faculty advocates, who are also instructors, echoed many of these perspectives, recognizing the program’s strengths in community building and academic support while expressing concerns about student engagement. Both students and faculty agreed that improvements in session structure, increased interactivity, and more inclusive and accessible support are needed to enhance the program’s overall impact.