Three ways to consider “belonging” in a postsecondary context: Opinion

There are a variety of ways to consider “belonging” in a postsecondary context, writes Michelle Samura. Samura argues that belonging is an ongoing process, and that student belonging can fluctuate and be experienced differently in different locations: Students who do not feel they belong in one space may seek out another space where they do feel they belong. Samura writes that belonging takes effort, and that though people may be seen as alike, this does not ensure belonging. The author writes that belonging also requires institutions to put in effort to support belonging and inclusion. “By thinking about belonging in these different ways, the kinds of change needed for greater student belonging may actually happen,” writes Samura. The Conversation Note: Archived stories may contain dead links or be missing source links.