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Sense of Belonging in Religious-Based Colleges and Universities: Predictors and Patterns among Students of Color and White Students

Sense of Belonging in Religious-Based Colleges and Universities: Predictors and Patterns among Students of Color and White Students

Young K. Kim, David Edens, Oscar Espinoza Parra, Kizzy M. Lopez
Copyright: © 2016 |Pages: 22
ISBN13: 9781466687721|ISBN10: 146668772X|EISBN13: 9781466687738
DOI: 10.4018/978-1-4666-8772-1.ch012
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MLA

Kim, Young K., et al. "Sense of Belonging in Religious-Based Colleges and Universities: Predictors and Patterns among Students of Color and White Students." Gender and Diversity Issues in Religious-Based Institutions and Organizations, edited by Blanche Jackson Glimps and Theron Ford, IGI Global, 2016, pp. 269-290. https://doi.org/10.4018/978-1-4666-8772-1.ch012

APA

Kim, Y. K., Edens, D., Parra, O. E., & Lopez, K. M. (2016). Sense of Belonging in Religious-Based Colleges and Universities: Predictors and Patterns among Students of Color and White Students. In B. Glimps & T. Ford (Eds.), Gender and Diversity Issues in Religious-Based Institutions and Organizations (pp. 269-290). IGI Global. https://doi.org/10.4018/978-1-4666-8772-1.ch012

Chicago

Kim, Young K., et al. "Sense of Belonging in Religious-Based Colleges and Universities: Predictors and Patterns among Students of Color and White Students." In Gender and Diversity Issues in Religious-Based Institutions and Organizations, edited by Blanche Jackson Glimps and Theron Ford, 269-290. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-4666-8772-1.ch012

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Abstract

Given the shifting demographic composition of the American higher education system and the need to understand how students of various backgrounds develop sense of belonging within a normative religious environment, this chapter examines how the level and predictors of sense of belonging among students of color at Christian colleges and universities differ from those for their White counterparts. This chapter provides an overview of sense of belonging with the purpose to understand the challenges and experiences of students of color in religious homogenous settings. The theoretical frameworks of this chapter are grounded in Astin's input-environment-output (I-E-O) model and Hurtado and Carter's sense of belonging study. While other studies have examined similar issues in secular institutions, the structure of the religious environment suggests unique patterns and predictors of sense of belonging among both White students and students of color. Implications for scholars and practitioners are discussed.

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