Practice Category: Belonging
Interpersonal and situational cues signal to students whether they belong (or not) in a particular context. These cues differ for students, depending on their group membership (e.g., gender, race, first-generation, low-income). While most students experience some form of belonging uncertainty in college, students from groups that are underrepresented in higher education or negatively stereotyped tend to experience higher rates of belonging uncertainty than others. In this section you will find practice recommendations that promote a sense of belonging.
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Graduate Teaching Assistant Resource: Encouraging Connections in the Classroom
Suggestions for GTAs to facilitate students’ connections with the instructional team, and how to help students connect with each other in ways that support academic engagement and success.
Practice Categories: Belonging Identity Safety Self-Efficacy Social Connectedness
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Graduate Teaching Assistant Resource: Creating a Welcoming Classroom Environment
Approaches for creating classroom learning environments where students from varied backgrounds feel welcome, valued, respected, and as though they are recognized as having the potential to succeed.
Practice Categories: Belonging Identity Safety Social Connectedness Trust and Fairness
