1. Where and with whom does a brief social-belonging intervention promote progress in college?
1.1. In order for all students to feel like they belong, it is important for universities to change and promote belonging at an institutional level, how can we make sure that professors and the administration maintain practices that promote belonging?
1.1.1. How did the intervention impact different demographic groups of students further, did it bring any changes in the university policy?
1.1.1.1. Could increased belonging on campus be linked to a decrease in belonging in other aspects of students’ social networks? Could higher belonging on campus lead to lower belonging in one’s family/country of origin, for example?
1.1.1.2. How does the social-belonging intervention outlined in the study impact different demographic groups in terms of academic progress and retention in college?
1.1.1.2.1. What are the long-term impacts of the social-belonging intervention on students' academic and psychological outcomes?
1.1.1.3. Is this method of boosting feelings of belonging especially helpful for minority groups, or is it equally beneficial for anyone experiencing feelings of imposter syndrome?
1.1.1.3.1. Would this method have the same effect at a school where students are more homogenized (ex/ local community colleges where students all come from the same general area, historically black universities, religious universities, etc.)? If students already have a base similarity do they struggle with belonging as much?
1.1.2. What are some psychological threats that evoke due to the lack of belonging in an academic setting?
1.1.2.1. What methods are used to combat these psychological threats knowing that the lack of feeling apart of a social/academic setting could be due to cultural differences. What ways can an inclusive environment be created amongst all cultures opposed to creating an inclusive setting amongst people who share similar cultural styles.
1.2. How do we promote belonging in the online student population?
1.2.1. Is it equally important to do this in graduate programs?
1.2.1.1. Does the study include community college students or other institutions where there are more historically underachieving students?
1.2.1.1.1. How can the intervention method be adjusted to students with diagnosed LD ?
1.3. What was the initial theoretical hypotheses of the study and methodology, did it went through change in data collection?
1.3.1. What should be the method to measure the improvement in mental well being of the students as a result of this intervention.
1.3.1.1. How could this research be modified or expanded to include not just individual metrics of student success (1st year completion) but also measure the extent to which students can empathize with each other’s feelings of not belonging? In other words, is there a social effect of intra- and inter-group feelings of belonging among local identity groups?
1.3.2. What other forms of psychosocial interventions could be equally or more effective than the social belonging intervention in improving students' academic outcomes?
1.3.2.1. I'm wondering what interventions we can enact to explore sense of belonging among students from more privileged backgrounds, and question why those are the standard for belonging. I'm also curious about the use of the word intervention—it seems to apply a kind of retroactive approach rather than a proactive one.
1.3.3. How did they evaluate the degrees to which colleges provided opportunities for belonging? Did they use qualitative or quantitative measurements for these? Was there any consideration around the design and effectiveness of those “opportunities to belong” or was it only measured downstream as contributing to first year completion? I was confused on that element of the study.
1.3.3.1. Why did the study decide on finishing the first year of college as a full time student as the measure of "progress"?
1.3.4. What assumptions underline the study’s approach to inequality and “advanced/disadvantaged” students?