Belonging and Inequality

Students Struggle but Don’t Seek Colleges’ Help About the Author Melissa Ezarik is a editor, journalist, and content manager. At Inside Higher Ed, she writes and manages content from the Student, Voice hub, that features analysis of and pespective of current college students. She also writes on other topics such as K12 education leadership, special education, personal finance, enterprise technology, construction and architecture, and career/workplace issues. Citation Inside Higher Ed. “Students Struggling but Not Seeking Campus Mental Health Support.” Inside Higher Ed, 14 Apr. 2021, www.insidehighered.com/news/2021/04/14/students-struggling-not-seeking-campus-mental-health-support.   Summary This article discusses how student do not take advantage of thier instiution's couseling services because they believe that it would not be helpful for them. Greater number of people beleive that thier mental health has been negatively impacted by the pandemic. Although, only few percent of th

 Argument The COVID pandemic  has brought additional challenges such as financial stress and lack of connectivity to faculty and students which has led to loss of sense of belonging to the institution.  Counter-argument Many argue that the university cannot do anything about this issue due to the social isolation. Many students don’t feel comfortable to engage in class because they feel like they do not belong. Faculty and the institution should find ways to engage students in conversation so they can feel free to engage.The article " Students Struggling but Not Seeking Campus Mental Health Supports" discusses that students are not reaching out to colleges which is why they cannot help them. The article " Seven Practices for Building Community and Student Belonging Virtually" helps to build an debate that can occur. The article explains how colleges and universities is a big part of why do not belonging. The reason they are not reaching out is because they have no

Michelle Obama One of the prime examples of a successful first generation college student is former first lady Michelle Obama. Former first lady gives advice to first generation students who are pursuing higher education. She mentions how important belonging is at college and how she is also an first generation graduate. This is extremely useful because it shows that first generation students have the ability to suceed, but they just need support from instituions and others around them. This video is former first lady's speech from the obama white house .   ABC News. “Michelle Obama’s Inspiring Message to First-Generation College Students: ‘There Are so Many People Who Believe in You.’” Michelle Obama’s Inspiring Message to First-Generation College Students: “There Are so Many People Who Believe in You,” uploaded by ABC News, 16 Aug. 2018, abcnews.go.com/GMA/News/michelle-obamas-inspiring-message-generation-college-students-people/story?id=57144691.

 T he concept of belonging was introduced by Baumeister & Leary. The fulfillment of need to belonging  must be satisfied by two criterias. Individuals must frequently interact with other people in the group and the interaction should express a long lasting affective concern for each other’s welfare. Since this is a need, if it is not satisfied than there will be distress and negative consequences. One of the main reason for first generation college students challenges is the lack of sense of belonging.  Some things that affects first generation students sense of belonging is their relationship with people and themeselves. The article "Fostering College Students’ Sense of Belonging Amidst COVID-19" discusses about microagressions and how they effect their want to succeed. The article " First-Generation Students' Sense of Belonging, Mental Health, and Use of Counseling Services at Public Research Universities." discusses about the belonging concept how it effe

Seven Practices for Building Community and Student Belonging Virtually   About the Authors  Justin Beauchamp is interning with Ithaka S+R’s Educational Transformation team. Currently, they are a PhD student in the sociology program at the CUNY Graduate Center. Justin worked professionally in higher education in student affairs. Justin compeleted Masters Degree at Bowling Green State University in college student personnel and Bachelors Degree at the University of Connecticut in social identity development.  Emily Schwartz is an program manager in Ithaka S+R with the Educational Transformation team. Emily worked for the Strategic Education Research Partnership where she supported K-12 programs. She worked for the education office of Senate HELP commitee as a graduate in Washington DC. Emily completed her Master's Degree at Georgetown University in public policy and Bachelors Degree at College of William and Mary in government.  Elizabeth Davidson Pisacreta is an associate director f