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Sense of Belonging in a Majority-Minority Hispanic Serving Institution

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Title: Sense of Belonging in a Majority-Minority Hispanic Serving Institution
Language: English
Authors: Christopher Donoghue (ORCID 0000-0002-9322-1173), Richard S. Reinschmidt (ORCID 0009-0005-8268-5713), Lauren Chow
Source: Journal of Latinos and Education. 2025 24(1):235-249.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 15
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, Hispanic American Students, Minority Serving Institutions, Sense of Community, Social Discrimination, Ethnic Groups, Hunger, Poverty, Housing Needs, Peer Acceptance, Social Isolation, Self Actualization, Academic Achievement
DOI: 10.1080/15348431.2024.2370851
ISSN: 1534-8431
1532-771X
Abstract: Sense of belonging is a fundamental human need that can raise the chances of self-actualization and academic success in college. Latine and other historically underrepresented student groups may experience greater challenges in this area than White students due to a greater propensity for feelings of belonging uncertainty, perceptions of inequality or experiences with microaggressions, or greater struggles with food and housing insecurities, even when they outnumber White students on campus. In this study, we utilized a person-centered approach to explore the heterogeneity in belonging in a large sample of undergraduate students (N = 2,003) between the ages of 18 and 25 at a majority-minority Hispanic Serving Institution (HSI). We also used multinomial analysis to determine whether Latine and other non-White students, as well as those experiencing greater food and housing insecurities, were more likely to experience lower levels of belonging than their peers. The data pointed to three profiles of belonging, the lowest of which was characterized by low peer support and high isolation. Latine and Black students, and those experiencing more food and housing insecurities, were all more likely to identify with the Low Peer Support/High Isolation Profile.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1454193
Database: ERIC
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  Value: <anid>AN0181729164;hd001jan.25;2024Dec20.04:33;v2.2.500</anid> <title id="AN0181729164-1">Sense of Belonging in a Majority-Minority Hispanic Serving Institution </title> <p>Sense of belonging is a fundamental human need that can raise the chances of self-actualization and academic success in college. Latine and other historically underrepresented student groups may experience greater challenges in this area than White students due to a greater propensity for feelings of belonging uncertainty, perceptions of inequality or experiences with microaggressions, or greater struggles with food and housing insecurities, even when they outnumber White students on campus. In this study, we utilized a person-centered approach to explore the heterogeneity in belonging in a large sample of undergraduate students (N = 2,003) between the ages of 18 and 25 at a majority-minority Hispanic Serving Institution (HSI). We also used multinomial analysis to determine whether Latine and other non-White students, as well as those experiencing greater food and housing insecurities, were more likely to experience lower levels of belonging than their peers. The data pointed to three profiles of belonging, the lowest of which was characterized by low peer support and high isolation. Latine and Black students, and those experiencing more food and housing insecurities, were all more likely to identify with the Low Peer Support/High Isolation Profile.</p> <p>Keywords: Sense of belonging; Hispanic serving institutions; Latine students; food insecurity; housing insecurity</p> <hd id="AN0181729164-2">Introduction</hd> <p>A wide body of evidence demonstrates that a student's sense of belonging is important not only for intellectual growth, but also for accomplishing key educational goals in higher education. Students seem to thrive the most when they feel deeply connected to the groups and places in which they live, work, or study (Allen et al., [<reflink idref="bib3" id="ref1">3</reflink>]; Baumeister & Leary, [<reflink idref="bib6" id="ref2">6</reflink>]; Deci & Ryan, [<reflink idref="bib25" id="ref3">25</reflink>]; Leary & Kelly, [<reflink idref="bib53" id="ref4">53</reflink>]). For Latine and other historically underrepresented groups on college campuses, the enhancement of engagement, community building, and belonging in targeted programs has been linked to greater academic success, retention and transformative development (Solis & Durán, [<reflink idref="bib70" id="ref5">70</reflink>]). Belonging can also enhance academic self-concept for Latine students, as well as the perception that one matters or makes a difference to those around them (Dueñdueñas & Gloria, [<reflink idref="bib27" id="ref6">27</reflink>]).</p> <p>The number of Hispanic Serving Institutions (HSI) has increased to nearly 600 in the United States as the number of Latine college students has grown to more than 3.3 million (U.S. Department of Education, [<reflink idref="bib81" id="ref7">81</reflink>]). In the abstract, these trends would seem to enhance feelings of belonging among Latine students, especially at majority-minority HSI's, but student presence in numbers does not necessarily equate to adequate affordances for belonging. Enrolling Latine students is distinct from serving Latine students, a process that requires a culturally enhancing transformative experience centered on their ways of knowing and living (Garcia, [<reflink idref="bib34" id="ref8">34</reflink>]). Opportunities for high-quality intergroup interactions among students, a diverse faculty, and a pedagogy that prioritizes a growth mind-set are all essential ingredients for enhancing belonging, especially for historically underrepresented groups (Walton et al., [<reflink idref="bib83" id="ref9">83</reflink>]).</p> <p>Accomplishing that sense of belonging can be challenging, however, especially for Latine students in a majority-minority serving University for many reasons. For example, Latine students have been found to endorse more mind-sets about belonging uncertainty and social comparison than White students (Sutter et al., [<reflink idref="bib75" id="ref10">75</reflink>]). First-year undergraduate Latine students have also been found to possess a lower level of awareness about how to become engaged members of their academic community (Benavides et al., [<reflink idref="bib8" id="ref11">8</reflink>]). Some may be in need of certain forms of belonging that are harder to come by in their colleges such as greater faculty support and mentorship (Billar et al., [<reflink idref="bib9" id="ref12">9</reflink>], Hwang et al., [<reflink idref="bib48" id="ref13">48</reflink>]; Rivera Valles & Martirosyan, [<reflink idref="bib66" id="ref14">66</reflink>]). Latine students may also experience more race-based stressors such as the perception of inequality, or microaggressions or other hostilities that lead to belonging uncertainty (Green et al., [<reflink idref="bib41" id="ref15">41</reflink>]).</p> <p>Economic challenges such as food and housing insecurity are also more prevalent among Latine students (Goldrick-Rab et al., [<reflink idref="bib38" id="ref16">38</reflink>]; Tanner et al., [<reflink idref="bib76" id="ref17">76</reflink>]), and Latine students are more likely to use a food pantry in college which may be stigmatizing (Idehai et al., [<reflink idref="bib49" id="ref18">49</reflink>]). Students with greater basic needs insecurities have been found to experience higher anxiety and depression (Becerra & Becerra, [<reflink idref="bib7" id="ref19">7</reflink>]; Payne-Sturges et al., [<reflink idref="bib64" id="ref20">64</reflink>]), and lower levels of self respect and academic achievement than their peers (Coakley et al., [<reflink idref="bib17" id="ref21">17</reflink>]; Meza et al., [<reflink idref="bib59" id="ref22">59</reflink>]). These challenges may make it harder for students to interact with their peers, engage with faculty, and feel present in classroom settings.</p> <p>In this study, we used a person-centered approach to explore multiple factors of belonging among a large sample of undergraduate students at a Hispanic Serving Institution (HSI) in the Northeast in which students from ethnic and racial minority groups make up the majority of the student body. Building upon variable-centered approaches that have parsed out specific dimensions of belonging (Hoffman et al., [<reflink idref="bib45" id="ref23">45</reflink>]; Tovar & Simon, [<reflink idref="bib79" id="ref24">79</reflink>]; Wilson & Gore, [<reflink idref="bib86" id="ref25">86</reflink>]), we developed latent profiles that offer a clearer picture of what belonging looks like for students across factors such as peer support, faculty support, classroom comfort, and perceived isolation. We also predicted the likelihood that Latine students would be in the lower profiles of belonging compared to students identifying as White, as well as for all students facing food and housing insecurities.</p> <hd id="AN0181729164-3">Literature review</hd> <p>A key stage in Maslow's ([<reflink idref="bib56" id="ref26">56</reflink>], [<reflink idref="bib57" id="ref27">57</reflink>]) hierarchy of needs, belonging is a basic necessity for intellectual growth, as it enables confidence, creativity and other forms of self-actualization. In an educational context, belonging is a multidimensional construct that includes information from both an individual's experience as well as their social environment (Allen et al., [<reflink idref="bib3" id="ref28">3</reflink>]). It may be defined as feeling personally accepted, respected, included, and supported by others in the school social environment (Goodenow & Grady, [<reflink idref="bib39" id="ref29">39</reflink>]). Belonging has been measured on dimensions including student fit and valued involvement (Hagerty et al., [<reflink idref="bib42" id="ref30">42</reflink>]), group support (S. Cohen & Wills, [<reflink idref="bib19" id="ref31">19</reflink>]), feelings of acceptance and respect (Goodenow & Grady, [<reflink idref="bib39" id="ref32">39</reflink>]), class belonging, university belonging, and social acceptance (Freeman et al., [<reflink idref="bib33" id="ref33">33</reflink>]).</p> <p>Some direct benefits of belonging include an enhanced feeling of academic motivation and goal achievement (Korpershoek et al., [<reflink idref="bib52" id="ref34">52</reflink>]; Strayhorn, [<reflink idref="bib73" id="ref35">73</reflink>]; Zumbrunn et al., [<reflink idref="bib88" id="ref36">88</reflink>]). Belonging has also been linked to greater adjustment to college (Anistranski & Brown, [<reflink idref="bib4" id="ref37">4</reflink>]), and it is supported by closer relationships with peers and professors (Buskirk-Cohen & Plants, [<reflink idref="bib12" id="ref38">12</reflink>]; Hoffman et al., [<reflink idref="bib45" id="ref39">45</reflink>]). Accordingly, students with a greater sense of belonging are more likely to persist in their studies, achieve academic success, and be more satisfied overall with their college experience (Hausmann et al., [<reflink idref="bib44" id="ref40">44</reflink>]; Luciano-Wong & Crowe, [<reflink idref="bib54" id="ref41">54</reflink>]).</p> <p>Being in an historically underrepresented ethnic or racial group may lead students to feel unsure about whether people like them are welcome in a college environment (DeBate et al., [<reflink idref="bib24" id="ref42">24</reflink>]; Duran et al., [<reflink idref="bib28" id="ref43">28</reflink>]; Strayhorn, [<reflink idref="bib73" id="ref44">73</reflink>]). Gopalan and Brady ([<reflink idref="bib40" id="ref45">40</reflink>]) found that underrepresented minorities (URM) and first generation college students experienced a lower sense of belonging than their peers at both 4-year and 2-year colleges. Other factors commonly faced by URM's such as financial worry and greater unmet need have also been associated with these feelings of lower belonging (Carales & Nora, [<reflink idref="bib14" id="ref46">14</reflink>]; Fan et al., [<reflink idref="bib30" id="ref47">30</reflink>]; Johnson et al., [<reflink idref="bib50" id="ref48">50</reflink>]).</p> <p>Feeling like one belongs may also be more challenging for students that do not have reliable access to adequate nutrition and shelter, and problems like these are not uncommon. In a recent national survey of nearly 86,000 college students, 45% reported experiencing food insecurity in the past 30 days, 56% reported housing insecurity in the prior year, and 17% stated they had been homeless in the last year (Goldrick-Rab et al., [<reflink idref="bib38" id="ref49">38</reflink>]). Lower, but similar estimates (45% experiencing housing insecurity, and 10% homelessness) were also made in a 2020 review of the literature and data from the National Postsecondary Student Aid Study (Broton, [<reflink idref="bib11" id="ref50">11</reflink>]). The consequences of these insecurities, such as the reduced capacity to attend class, lower retention, lower grade point average, and a lower graduation rate (Collier et al., [<reflink idref="bib21" id="ref51">21</reflink>]; Raskind et al., [<reflink idref="bib65" id="ref52">65</reflink>]; Silva et al., [<reflink idref="bib69" id="ref53">69</reflink>]; Wolfson et al., [<reflink idref="bib87" id="ref54">87</reflink>]), may all play a role in creating distance and isolation for these students.</p> <hd id="AN0181729164-4">Conceptual framework</hd> <p>The Revised Sense of Belonging Scale (Hoffman et al., [<reflink idref="bib45" id="ref55">45</reflink>]) derives unique value as a measurement tool for examining heterogeneity in belonging because of its inclusion of multiple dimensions of belonging (peer support, faculty support, classroom comfort, and perceived isolation). This makes it possible to analyze clusters of students that are high on some factors but low on other factors. The scale also holds advantages over researcher-defined measurement tools (see Hurtado & Carter, [<reflink idref="bib47" id="ref56">47</reflink>]; Spady, [<reflink idref="bib71" id="ref57">71</reflink>]; Tinto, [<reflink idref="bib77" id="ref58">77</reflink>]) because it was derived from focus group research with first-year students.</p> <p>Two confirmatory factor analyses have been performed on the Revised Sense of Belonging Scale (Hoffman et al., [<reflink idref="bib45" id="ref59">45</reflink>]), one that identified the same four factors (Wilson & Gore, [<reflink idref="bib86" id="ref60">86</reflink>]), and the other which identified three factors: perceived faculty understanding/comfort, perceived peer support, and perceived classroom support (Tovar & Simon, [<reflink idref="bib79" id="ref61">79</reflink>]). This study takes a different approach by modeling the heterogeneity in belonging across the four original dimensions. We also used statistical fit indices to estimate a set of belonging profiles among the students which are named for their relative levels of classroom comfort, peer and faculty support, and isolation. Finally, we estimated the relative odds of being classified in successively lower belonging profiles for Latine and other non-White students compared to White students as well as those reporting greater food insecurity and housing insecurity, while controlling for other demographic and student characteristics. As belonging falls in the middle of Maslow's ([<reflink idref="bib56" id="ref62">56</reflink>], [<reflink idref="bib57" id="ref63">57</reflink>]) hierarchy of needs, standing above food, housing, clothing and safety, the theory holds that they must be satisfied before a sense of belonging can be achieved, and for students to ultimately reach self-actualization to persist and succeed in college (Baumeister & Leary, [<reflink idref="bib6" id="ref64">6</reflink>]).</p> <hd id="AN0181729164-5">Methods</hd> <p></p> <hd id="AN0181729164-6">Sample and procedure</hd> <p>The sample of respondents includes students between the ages of 18 and 25, attending a mid-sized public University in the northeastern United States (<emph>N</emph> = 2003), where the 6-year graduation rate is 67%. More than 70% of students receive financial aid, primarily from federal and state sources. A multi-stage cluster sampling technique was used to select 11.8% of undergraduate courses (with enrollments greater than 10 students) being offered at the University in the Spring of 2023, stratified by college (e.g. College of Science) and course level (100–400). Students were recruited to take the survey by their professors and also through e-mails to their University accounts. A total of 3,429 (or 38.9%) of the recruited students participated, 89% of whom agreed to permit the linking of their survey responses to University data on their demographic characteristics. The current analysis is based on data from those students between the ages of 18 and 25 with complete responses on all of the described measures.</p> <hd id="AN0181729164-7">Measures</hd> <p></p> <hd id="AN0181729164-8">Student sense of belonging</hd> <p>The 26-item Revised Sense of Belonging Scale (Hoffman et al., [<reflink idref="bib45" id="ref65">45</reflink>]) is comprised of 26 items, classified in the domains of perceived peer support (8 items, e.g. "If I miss class, I know students who I could get notes from"), perceived classroom comfort (4 items, e.g. "I feel comfortable volunteering ideas or opinions in class"), perceived isolation (4 items, e.g. "No one in my classes knows anything personal about me") and perceived faculty support (10 items, e.g. "I feel comfortable talking about a problem with faculty"). Respondents reported whether each item was "Completely Untrue" (<reflink idref="bib1" id="ref66">1</reflink>), "Mostly Untrue" (<reflink idref="bib2" id="ref67">2</reflink>), "Equally True and Untrue" (<reflink idref="bib3" id="ref68">3</reflink>), "Mostly True" (<reflink idref="bib4" id="ref69">4</reflink>), or "Completely True" (<reflink idref="bib5" id="ref70">5</reflink>). The Cronbach's Alphas for the four dimensions all indicated high internal validity, with peer support at.90, faculty support at.91, classroom comfort at.94, and perceived isolation at.84.</p> <hd id="AN0181729164-9">Food insecurity</hd> <p>The 6-item Short Form Food Security Survey Module (United States Department of Agriculture USDA, [<reflink idref="bib80" id="ref71">80</reflink>]) was used to measure food insecurity. The scale consists of 6 statements about access to food within a participant's household in the last twelve months (e.g. "The food that I bought just didn't last, and I didn't have money to get more"). Affirmative responses ("Often true," "Sometimes true," or "Yes" for some items) were counted as 1. The respondents' scores range from 0 to 6, where 6 is the highest level of food insecurity. The USDA assigns the status of "Low food security" to scores 2–4 and "Very low food security" to 5 and 6. The Cronbach's Alpha was.92 indicating a high level of internal reliability.</p> <hd id="AN0181729164-10">Housing insecurity</hd> <p>Four items from the Housing Instability Scale (Farero et al., [<reflink idref="bib31" id="ref72">31</reflink>]) were used to measure housing insecurity. In the scale, participants responded yes or no to the following four items about the last 6 months: "Have you had to live somewhere that you did not want to live?," "Have you been homeless or had to live with family or friends to avoid homelessness?," "Have you had difficulty paying (or were you unable to pay) for housing?," and "Have you had trouble getting housing?" Affirmative answers counted as 1. The scale varies from 0 to 4, where 4 is the highest level of housing insecurity. The Cronbach's Alpha was.59, within.01 of the acceptable minimum according to the What Works Clearinghouse ([<reflink idref="bib84" id="ref73">84</reflink>]).</p> <hd id="AN0181729164-11">Demographics</hd> <p>Unless students opted out, we merged the survey data with University records to measure student's race ethnicity, and other characteristics. The demographic data for the sample and the full population of undergraduate students between the ages of 18 and 25 are displayed in Table 1. In the University's administrative data, race and ethnicity are combined. Latine students are those that identified as Hispanic or Latino, representing 33% of the sample. The remainder includes 44.1% Non-Hispanic Whites, 8.4% Black or African American students, and 14.6% Other or multiracial. Students are also classified by sex at birth, with 65.6% reporting female, and residency status with 66.4% commuters. The average age of the sample is 20.9. Most of these demographic figures are similar to the full population, with a couple of exceptions. In the sample, Black or African American students and underrepresented and females are overrepresented.</p> <p>Table 1. Sample and Population Demographics (N = 2,003).</p> <p> <ephtml> <table><thead><tr><td /><td>Sample</td><td /><td>Population</td><td /></tr><tr><td /><td>Percent</td><td>Mean (SD)</td><td>Percent</td><td>Mean (SD)</td></tr></thead><tbody><tr><td><bold>Race/Latine Origin</bold></td><td /><td /><td /><td /></tr><tr><td>White</td><td>44.1%</td><td /><td>37.2%</td><td /></tr><tr><td>Latine</td><td>33.0%</td><td /><td>35.7%</td><td /></tr><tr><td>Black</td><td>8.4%</td><td /><td>12.9%</td><td /></tr><tr><td>Other/Multiracial</td><td>14.6%</td><td /><td>14.2%</td><td /></tr><tr><td>Female</td><td>65.6%</td><td /><td>59.9%</td><td /></tr><tr><td>Commuter</td><td>66.4%</td><td /><td>69.0%</td><td /></tr><tr><td>Age</td><td /><td>20.92</td><td /><td>21.05</td></tr><tr><td /><td /><td>(1.56)</td><td /><td>(1.61)</td></tr></tbody></table> </ephtml> </p> <p>1 <emph>Note</emph>. The sample is compared to the population of students of similar age (18–25)</p> <p>There are also notable demographic differences among the commuters in both the sample and the population. Latine students are the most likely to be commuters, and this association is significant in both the sample and the population of similarly aged students (data not shown). In the sample, 76.1% of Latine students commute (vs. 78.9% in the population), compared to 61.9% of Whites (vs. 65.9% in the population), 45.8% of Black or African Americans (vs. 46.7% in the population), and 69.9% of Other or multiracial students (vs. 73.1% in the population). Females are also more likely to commute in both the sample and the population. In the sample, 64.2% of females commute vs. 70.6% of males. This mirrors the population of females, in which 66.9% commute vs. 72.3% of males.</p> <p>As shown in Table 2, both Latine and Black students reported significantly higher levels of food insecurity than Whites (<emph>p</emph> <.05). Black students were significantly higher on housing insecurity than White students (<emph>p</emph> <.05). All students on the campus may take advantage of a food pantry and a center for professional clothing distribution. The only other available data on socioeconomic status comes from information on Pell Grant status, which was on the rise in this university in the last three years. Black or African American students are the most likely to be receiving Pell Grants (60.7% in the sample vs. 60.2% in the population), followed by Latine students (51.5% in the sample vs. 54.9% in the population), Other or multiracial students (36.6% vs. 37.4% in the population), and White students (22.9% vs. 25.9% in the population). Among the females in the sample, 39.3% were receiving Pell Grants (vs. 44.7% in the population). For commuters in the sample, 39.2% were receiving Pell Grants (vs. 42.9% in the population).</p> <p>Table 2. Basic needs insecurities by race and Latine origin.</p> <p> <ephtml> <table><thead><tr><td /><td>Food Insecurity</td><td>Housing Insecurity</td></tr></thead><tbody><tr><td><bold>Race/Latine Origin</bold></td><td /><td /></tr><tr><td>White</td><td>0.92</td><td>0.30</td></tr><tr><td>Latine</td><td>1.38<sup>ab</sup></td><td>0.32</td></tr><tr><td>Black</td><td>1.64<sup>ab</sup></td><td>0.48<sup>ac</sup></td></tr><tr><td>Other/Multiracial</td><td>1.14<sup>a</sup></td><td>0.40</td></tr></tbody></table> </ephtml> </p> <ulist> <item>2 <emph>Note</emph>. Food Insecurity varies from 0–6, with 6 being the highest level. Housing Insecurity varies from 0–4, with 4 being the highest level</item> <item>3 <sups>a</sups>Significantly greater than White students. <sups>b</sups>Significantly greater than Other/Multiracial students.</item> <item>4 <sups>c</sups>Significantly greater than Latine students.</item> </ulist> <p>In the sample, 96% of students were attending full-time compared to 87.5% in the full population. In another part of the survey, data were gathered on student work and internships. In the sample, 79% of students reported working at least one job or internship, and among them more than half reported to be working more than 10 hours per week.</p> <hd id="AN0181729164-12">Analysis strategy</hd> <p>We used tidyLPA (Rosenberg et al., [<reflink idref="bib67" id="ref74">67</reflink>]) in R to estimate latent profiles for the four factors using the mean scores. Entering mean or summary scores into a latent profile analysis is a viable option in this case because the factors have already been subjected to construct validation (Marinucci et al., [<reflink idref="bib55" id="ref75">55</reflink>]; Nielsen et al., [<reflink idref="bib62" id="ref76">62</reflink>]). Prior variable-centered studies were used to guide the categorization of profile solutions (Hoffman et al., [<reflink idref="bib45" id="ref77">45</reflink>]; Tovar & Simon, [<reflink idref="bib79" id="ref78">79</reflink>]; Wilson & Gore, [<reflink idref="bib86" id="ref79">86</reflink>]) along with model fitness data.</p> <p>When determining the number of profiles, we evaluated the Akaike Information Criterion (AIC) (Akaike, [<reflink idref="bib2" id="ref80">2</reflink>]), the Bayesian information Criterion (BIC), and the Sample-adjusted Bayesian information Criterion (SABIC) (Sclove, [<reflink idref="bib68" id="ref81">68</reflink>]). We also considered the Entropy values to gauge the accuracy of individual classifications to profiles and the Bootstrapped Likelihood Ratio Test (BLRT) to determine whether one fewer number of profiles would be a better fit. Once the profiles were selected, we compared the sample across the profiles of belonging by their demographic characteristics and their level of food insecurity and housing insecurity. Finally, we conducted multinomial regression analyses to determine whether the demographic characteristics, food insecurity and housing insecurity predicted profile memberships with lower levels of belonging.</p> <hd id="AN0181729164-13">Results</hd> <p>We began by testing the four subscales of the Revised Sense of Belonging Scale (classroom comfort, peer support, isolation and faculty support) for normality, and found that they were normally distributed, with skewness values ranging from −.11 to.29, and kurtosis values between −2.27 and − 3.24. All of these results landed within the standards for normality, except for faculty support which had a slightly higher kurtosis score (Muthén, [<reflink idref="bib60" id="ref82">60</reflink>]; Spurk et al., [<reflink idref="bib72" id="ref83">72</reflink>]). Next, we conducted the latent profile analysis on the four subscales of belonging and used statistical fit indices to compare options between two and six profiles. The results are displayed in Table 3. The AIC, BIC and SABIC offered no clear solution because they continued to decline with each successive addition of a profile. However, the Entropy value reached its peak at the acceptable level of 0.76 at three profiles and then it began to decline with every addition of another profile (Spurk et al., [<reflink idref="bib72" id="ref84">72</reflink>]). Additionally, the BLRT probability scores indicated that it was not advantageous to remove one profile from the set of three.</p> <p>Table 3. Fit Indices for Latent Profiles of Student Belonging.</p> <p> <ephtml> <table><thead><tr><td>Profile Solution</td><td>Log likelihood</td><td>AIC</td><td>BIC</td><td>SABIC</td><td>Entropy</td><td>BLRT</td><td><italic>p</italic> Value for BLRT</td></tr></thead><tbody><tr><td>1 Profile</td><td>−10950.40</td><td>21916.80</td><td>21961.61</td><td>21936.2</td><td>1.00</td><td>NA</td><td>NA</td></tr><tr><td>2 Profiles</td><td>−10204.89</td><td>20435.78</td><td>20508.62</td><td>20467.31</td><td>0.72</td><td>1490.96</td><td>0.01</td></tr><tr><td><bold>3 Profiles</bold></td><td><bold>−9938.59</bold></td><td><bold>19913.19</bold></td><td><bold>20014.03</bold></td><td><bold>19956.84</bold></td><td><bold>0.76</bold></td><td><bold>532.65</bold></td><td><bold>0.01</bold></td></tr><tr><td>4 Profiles</td><td>−9867.16</td><td>19780.31</td><td>19909.17</td><td>19836.09</td><td>0.70</td><td>162.03</td><td>0.01</td></tr><tr><td>5 Profiles</td><td>−9795.94</td><td>19647.88</td><td>19804.75</td><td>19715.79</td><td>0.68</td><td>121.95</td><td>0.01</td></tr><tr><td>6 Profiles</td><td>−9769.48</td><td>19604.95</td><td>19789.83</td><td>19684.99</td><td>0.67</td><td>79.27</td><td>0.01</td></tr></tbody></table> </ephtml> </p> <ulist> <item>5 <emph>Note</emph>. Best fitting model in bold.</item> <item>6 <emph>Abbreviations</emph>: AIC = Akaike's Information Criterion, BIC = Bayesian Information Criterion, SABIC = Sample Sized-adjusted BIC, BLRT = Bootstrapped Likelihood Ratio Test.</item> </ulist> <p>The three selected profiles are displayed in bar charts in Figure 1, along with their mean scores on the four dimensions in the Revised Sense of Belonging Scale (peer support, faculty support, classroom comfort, and perceived isolation). Profile 1 (<emph>N</emph> = 400) is labeled as High Comfort/Support because it is characterized by the highest classroom comfort (<emph>M</emph> = 4.11, SD = 0.85), the highest peer support (<emph>M</emph> = 4.36, SD =.48), the highest faculty support (<emph>M</emph> = 3.91, SD =.70), and the lowest perceived isolation (<emph>M</emph> = 1.94, SD =.57). Profile 2 (<emph>N</emph> = 1,088) is labeled as Average Comfort/Support because all of its scores are near the midpoint of 1 to 5 (classroom comfort: <emph>M</emph> = 3.42, SD =.90; peer support: <emph>M</emph> = 3.28, SD =.58; faculty support: <emph>M</emph> = 3.28, SD =.68; and isolation: <emph>M</emph> = 3.19, SD =.54). Finally, we labeled Profile 3 (<emph>N</emph> = 515), Low Peer Support/High Isolation because its peer support (<emph>M</emph> = 1.87, SD =.54) was far lower than average (sample <emph>M</emph> = 3.13, SD = 1.01) and its isolation (<emph>M</emph> = 4.27, SD =.55) was far higher than average (sample <emph>M</emph> = 3.22, SD =.96). The Low Peer Support/High Isolation profile was also the lowest on classroom comfort (<emph>M</emph> = 2.71, SD = 1.08) and faculty support (<emph>M</emph> = 2.87, SD =.80), but these values were much closer to the overall means for classroom comfort (sample <emph>M</emph> = 3.37, SD = 1.05) and faculty support (sample <emph>M</emph> = 3.30, SD =.80).</p> <p>Graph: Figure 1. Mean levels of Peer Support, Faculty Support, Classroom Comfort and Perceived Isolation for the three profiles of belonging.</p> <hd id="AN0181729164-14">Demographics of the profiles</hd> <p>In Table 4, the belonging profiles are compared for their values on the demographic variables and food and housing insecurity. For age, food insecurity, and housing insecurity, a One-Way ANOVA was conducted to detect significant differences across the profiles. F-Scores and probability values are displayed in the final column. For the remaining variables, Chi-Square tests of significance were calculated and reported in the same column.</p> <p>Table 4. Demographic Characteristics and Basic Needs Insecurities for the Three Profiles of Belonging.</p> <p> <ephtml> <table><thead><tr><td /><td>Profile 1</td><td>Profile 2</td><td>Profile 3</td><td /></tr><tr><td /><td>High Comfort/Support</td><td>Average Comfort/Support</td><td>Low Peer Support/High Isolation</td><td /></tr><tr><td /><td>(<italic>N</italic> = 400, 20%)</td><td>(<italic>N</italic> = 1,088, 54.3%)</td><td>(<italic>N</italic> = 515, 25.7%)</td><td /></tr><tr><td /><td>M (SD)/%</td><td>M (SD)/%</td><td>M (SD)/%</td><td><italic>F/χ2</italic></td></tr></thead><tbody><tr><td><bold>Race/Latine Origin</bold></td><td /><td /><td /><td>27.50***</td></tr><tr><td>White</td><td>54.5%</td><td>41.7%</td><td>34.8%</td><td /></tr><tr><td>Latine</td><td>26.4%</td><td>31.2%</td><td>41.7%</td><td /></tr><tr><td>Black</td><td>5.8%</td><td>9.3%</td><td>8.5%</td><td /></tr><tr><td>Other</td><td>13.3%</td><td>14.8%</td><td>15.0%</td><td /></tr><tr><td>Female</td><td>70.9%</td><td>64.7%</td><td>63.3%</td><td>6.50*</td></tr><tr><td>Commuter</td><td>59.5%</td><td>65.7%</td><td>73.1%</td><td>18.99***</td></tr><tr><td>Age</td><td>21.1</td><td>20.9</td><td>20.9</td><td /></tr><tr><td /><td>(1.59)</td><td>(1.55)</td><td>(1.58)</td><td /></tr><tr><td><bold>Basic Needs</bold></td><td /><td /><td /><td /></tr><tr><td>Food Insecurity</td><td>0.97</td><td>1.08</td><td>1.39</td><td>6.12**</td></tr><tr><td /><td>(1.89)</td><td>(1.90)</td><td>(2.15)</td><td /></tr><tr><td>Housing Insecurity</td><td>0.25</td><td>0.33</td><td>0.42</td><td>5.56**</td></tr><tr><td /><td>(0.58)</td><td>(0.74)</td><td>(0.82)</td><td /></tr></tbody></table> </ephtml> </p> <ulist> <item>7 <emph>Note. Abbreviations: F/χ2</emph> = F-score or Chi-square Value.</item> <item>8 *<emph>p</emph> <.05, **<emph>p</emph> <.01, ***<emph>p</emph> <.001.</item> </ulist> <p>The F-Scores and Chi-Square tests were significant for all demographic groups and basic needs insecurities. Post-hoc tests (not shown) indicated that Latine and Black students were significantly more likely (<emph>p</emph> <.05) to be in both the lower belonging profile and the middle belonging profile than Whites, although the differences between Other Races and Whites were not statistically significant. The Chi-Square Tests indicated that sex assigned at birth was significantly different across profiles (<emph>p <.05</emph>), with a higher percentage of females in each of the successively higher belonging profiles. Commuters were successively more likely to be in profiles of lower belonging and comfort (<emph>p <.05</emph>).</p> <p>The Low Support/High Isolation Profile held the highest food insecurity score at 1.39, followed by the Average Comfort/Support Profile at 1.08, and then the High Comfort/Support Profile at.97. The F-Score for food insecurity by belonging profile was 6.12 and significant at the.01 level. A Tamahane's Post-Hoc Test (not shown) indicated that the difference between the profiles for High Comfort/Support and Average Comfort/Support and Low Peer Support/High Isolation were significant (<emph>p <.05</emph>), but no significant difference was found between High Comfort/Support and Average Comfort/Support. The Low Support/High Isolation Profile also had the highest housing insecurity at 0.42, followed by the profiles for Average Comfort/Support and High Comfort/Support. Tamhane's Post-Hoc Tests (not shown) indicated that all of these differences were statistically significant (<emph>p <.05</emph>). There were no significant differences by age across the profiles (not shown).</p> <hd id="AN0181729164-15">Multinomial analysis</hd> <p>Finally, in Table 5, multinomial regression is used to calculate the Adjusted Odds Ratios (AOR) for Average Comfort/Support vs. High Comfort/Support (the reference group) in Model 1, using the demographic variables, food insecurity, and housing insecurity and as predictors. In Model 2, AOR's are calculated for Low Peer Support/High Isolation relative to the reference group.</p> <p>Table 5. Adjusted odds ratios of belonging profile membership by demographic characteristics & basic needs insecurities.</p> <p> <ephtml> <table><thead><tr><td /><td>Profile 2</td><td>Profile 3</td></tr><tr><td /><td>Average Comfort/Support</td><td>Low Peer Support/High Isolation</td></tr><tr><td /><td>AOR</td><td><italic>p</italic></td><td>95% CI</td><td>AOR</td><td><italic>p</italic></td><td>95% CI</td></tr></thead><tbody><tr><td><bold>Race/Latine Origin</bold></td><td /><td /><td /><td /><td /><td /></tr><tr><td>Latine</td><td><bold>1.37</bold></td><td>.<bold>027</bold></td><td>1.04 – 1.80</td><td><bold>2.19</bold></td><td>.<bold>000</bold></td><td>1.60 - 3.00</td></tr><tr><td>Black</td><td><bold>1.99</bold></td><td>.<bold>005</bold></td><td>1.23 3.24</td><td><bold>2.32</bold></td><td>.<bold>003</bold></td><td>1.34 - 4.03</td></tr><tr><td>Other</td><td>1.33</td><td>.113</td><td>.94 - 1.89</td><td><bold>1.67</bold></td><td>.<bold>014</bold></td><td>1.11 - 2.50</td></tr><tr><td>(ref: White)</td><td /><td /><td /><td /><td /><td /></tr><tr><td>Female</td><td>.<bold>76</bold></td><td>.<bold>030</bold></td><td>.59 -.97</td><td>.<bold>69</bold></td><td>.<bold>012</bold></td><td>.52 -.92</td></tr><tr><td>Commuter</td><td><bold>1.40</bold></td><td>.<bold>008</bold></td><td>1.09 - 1.79</td><td><bold>2.01</bold></td><td>.<bold>000</bold></td><td>1.49 -2.71</td></tr><tr><td>Age</td><td>.<bold>92</bold></td><td>.<bold>029</bold></td><td>.85 -.99</td><td>.<bold>89</bold></td><td>.<bold>007</bold></td><td>.81 -.97</td></tr><tr><td><bold>Basic Needs</bold></td><td /><td /><td /><td /><td /><td /></tr><tr><td>Food Insecurity</td><td>1.02</td><td>.620</td><td>.95 - 1.09</td><td><bold>1.08</bold></td><td>.<bold>046</bold></td><td>1.00 -1.16</td></tr><tr><td>Housing Insecurity</td><td>1.20</td><td>.069</td><td>.99 - 1.46</td><td><bold>1.35</bold></td><td>.<bold>005</bold></td><td>1.10 -1.67</td></tr></tbody></table> </ephtml> </p> <ulist> <item>9 <emph>Note</emph>. Reference group is Profile 1: High Comfort/Support. Bolded values are <emph>p <.05</emph>.</item> <item>10 <emph>Abbreviations</emph>: AOR = Adjusted Odds Ratios.</item> </ulist> <p>The AOR's for Latine and Black students were both significantly higher than their White counterparts for being in the Average Comfort/Support Profile than in the High Comfort/Support Profile. Females and older students were significantly less likely than their counterparts to be in the Average Comfort/Support Profile. Neither greater levels of food insecurity nor housing insecurity were linked to significantly higher probabilities for students being in the Average Comfort/Support Profiles relative to the High Comfort/Support Profile.</p> <p>Finally, in Model 2 all of the predictor variables were found to be significant. Latine, Black and Other/Multiracial students were all at significantly greater risk of being in the Low Support/High Isolation Profile compared to the High Comfort/Support Profile, relative to White students. Students with higher food insecurity and higher housing insecurity, were all at a greater risk, as were males and commuter students.</p> <hd id="AN0181729164-16">Discussion</hd> <p>The goal of this study was to identify common profiles of belonging among college students in a majority-minority HSI and to determine the extent to which demographic factors and basic needs insecurities predict membership in the profiles. The data pointed to three belonging profiles, with the lowest among them characterized by low levels of peer support and high levels of isolation. As a cluster of students that appear to be more disconnected from their peers than they are from their professors, it is unsurprising that they also reported high isolation even though their perceptions of classroom comfort are only somewhat below average. In the multinomial analysis, we found that Latine, Black and Other/Multiracial students were more likely to be in the Low Peer Support/High Isolation profile than the High Comfort/Support Profile. This finding is consistent with other studies of race ethnicity and belonging in other college settings (Campbell-Whatley et al., [<reflink idref="bib13" id="ref85">13</reflink>]; Carales & Nora, [<reflink idref="bib14" id="ref86">14</reflink>]; Fan et al., [<reflink idref="bib30" id="ref87">30</reflink>]; Gopalan & Brady, [<reflink idref="bib40" id="ref88">40</reflink>]; Hausmann et al., [<reflink idref="bib44" id="ref89">44</reflink>]; Johnson et al., [<reflink idref="bib50" id="ref90">50</reflink>]; Strayhorn, [<reflink idref="bib73" id="ref91">73</reflink>]). Additionally, we found that food and housing insecurity were also associated with membership in the lowest belonging profile.</p> <p>The findings of this study have many potential uses for higher education policy and programming on student belonging in HSI's and other colleges. First, the analysis showed that the cluster of students with the lowest levels of belonging are much lower on peer support than they are on faculty support or classroom comfort. Additionally, the greater feelings of isolation experienced by these students indicates that peer support is important not only for establishing one's place in an academic community, but also for reducing feelings of loneliness, a common experience among first generation, commuter, and racial ethnic minorities (CIGNA. Global Health Service Company, [<reflink idref="bib16" id="ref92">16</reflink>]). Latine and Black students were overrepresented in these lower profiles of belonging. Remedying this problem is a challenge for higher education leaders who must decide upon the right mix of policies and programs targeting specific needs vs. the needs of the entire student body as a whole.</p> <p>Policies and programs that might address Latine and Black student perceptions of belonging among their peers include those that address inclusivity and diverse group safety (Parker, [<reflink idref="bib63" id="ref93">63</reflink>]). The cultivation of safe places on campuses where Latine, Black and other students are greeted warmly and with care, and the elimination of places where students feel threatened or vulnerable can reduce feelings of isolation (Deeb-Sossa et al., [<reflink idref="bib26" id="ref94">26</reflink>]). Comprehensive College Transition Programs (CCTGs) may help increase peer support among first generation students and URM's utilizing social based peer interactions (Cole et al., [<reflink idref="bib20" id="ref95">20</reflink>]). Evidence also supports the benefits of retention programs targeted to Latine and other historically underrepresented groups for building community and a sense of belonging in STEM programs (Abrica et al., [<reflink idref="bib1" id="ref96">1</reflink>]). Supporting campus clubs and affinity groups may also be an effective strategy for colleges as they have been found to facilitate peer support and reduce isolation (Jones & Morrow, [<reflink idref="bib51" id="ref97">51</reflink>]).</p> <p>Tinto ([<reflink idref="bib78" id="ref98">78</reflink>]) suggests focusing on policies of inclusion and addressing problems of exclusion, promoting shared student experiences and emphasizing the need for diverse representation of social groups. Improving faculty and student communication and meaningful relationships across diverse cultural backgrounds may also enhance belonging for students as a whole (Bamford & Pollard, [<reflink idref="bib5" id="ref99">5</reflink>]; Whitten et al., [<reflink idref="bib85" id="ref100">85</reflink>]). Cohen and Viola ([<reflink idref="bib18" id="ref101">18</reflink>]), on the other hand, recommend strategies that are contextualized for the needs of particular groups as a way of maximizing effectiveness. These strategies have proven effective for underrepresented ethnic and racial groups on college campuses, as well as for commuter and first generation students (Fernandes et al., [<reflink idref="bib32" id="ref102">32</reflink>]; Gehringer et al., [<reflink idref="bib36" id="ref103">36</reflink>]; Hausmann et al., [<reflink idref="bib44" id="ref104">44</reflink>]; Johnson et al., [<reflink idref="bib50" id="ref105">50</reflink>]; Walton & Cohen, [<reflink idref="bib82" id="ref106">82</reflink>]). Fostering Living-Learning Communities, sponsoring campus clubs, and running short video interventions have also been found to increase student belonging, as well as to raise resiliency and academic achievement (Hausmann et al., [<reflink idref="bib44" id="ref107">44</reflink>]; Hurtado & Carter, [<reflink idref="bib47" id="ref108">47</reflink>]; Jones & Morrow, [<reflink idref="bib51" id="ref109">51</reflink>]; Strayhorn, [<reflink idref="bib74" id="ref110">74</reflink>]; Tinto, [<reflink idref="bib78" id="ref111">78</reflink>]). Adding opportunities for faculty mentorship to students and increasing the level of awareness about campus activities and services may also be particularly effective for Latine students (Benavides et al., [<reflink idref="bib8" id="ref112">8</reflink>]; Hwang et al., [<reflink idref="bib48" id="ref113">48</reflink>]).</p> <p>Second, the results suggest that basic needs insecurities may place limits on the abilities of students to connect with their peers. College students have been found to experience as much as three times more food insecurity than typical households (Nazmi et al., [<reflink idref="bib61" id="ref114">61</reflink>]), and food pantries can bring meaningful relief to students in need. This was evident in a recent study of Latine students in South Texas during the COVID-19 pandemic that described tremendous benefits from an effort made by campus leaders to stock up the food pantry (García-Louis et al., [<reflink idref="bib35" id="ref115">35</reflink>]).</p> <p>A nationwide study of food pantries in 2021 found that about half of four year colleges and 23% of private not-for-profit colleges operated food pantries for students in need (The Hope Center For College, Community, and Justice, [<reflink idref="bib46" id="ref116">46</reflink>]). The key challenges identified in the survey for these food banks was acquiring funding and staffing for their operations, but in large studies of food pantry usage on college campuses, under-utilization has been found to be common even among those experiencing food insecurities.</p> <p>Reasons for underutilization of food pantries include a lack of information, insufficient hours of operation and student fears of stigmatization (Brito-Silva et al., [<reflink idref="bib10" id="ref117">10</reflink>]; El Zein et al., [<reflink idref="bib29" id="ref118">29</reflink>]; McArthur et al., [<reflink idref="bib58" id="ref119">58</reflink>]). Using the Trauma-Informed and Sensitive College (TISC) Model (Craig, [<reflink idref="bib22" id="ref120">22</reflink>], [<reflink idref="bib23" id="ref121">23</reflink>]), Hallet et al. Hallett et al. ([<reflink idref="bib43" id="ref122">43</reflink>]) recommend assessing student housing needs in the context of student's lived experiences, or defining housing security on a spectrum of need, rather than as a dichotomy of secure vs. insecure, and using effective strategies such as establishing a single point of contact (SPOC) for students to engage when in need. Glantsman et al. ([<reflink idref="bib37" id="ref123">37</reflink>]) also recommend engaging directly with students and learning about the availability of their existing support services, as well as their barriers to obtaining support, before implementing an action plan to address their needs.</p> <hd id="AN0181729164-17">Limitations and future directions</hd> <p>The results of this study are not generalizable to all college students in HSI's, especially non-traditional aged students because we limited our sample to students between the ages of 18 and 25. The data also come from just one college, but the sample size is large and representative of its ethnically and racially diverse student body. The measures used in the analysis may also be yielding temporal data, as basic needs insecurities may rise and fall during the academic year, and students may experience a greater sense of belonging over time. In future research, we recommend the exploration of belonging for intersectionalities between Latine origin and other student characteristics such as being LGBTQ+, older, and those with disabilities.</p> <hd id="AN0181729164-18">Conclusions</hd> <p>By employing a person-centered approach to belonging, this study explored what common profiles of belonging look like in an HSI. As in prior studies, we found that White students experienced a higher level of belonging than Latine and Black students even though they did not comprise a majority of the student population (Hurtado & Carter, [<reflink idref="bib47" id="ref124">47</reflink>]; Johnson et al., [<reflink idref="bib50" id="ref125">50</reflink>]; Walton & Cohen, [<reflink idref="bib82" id="ref126">82</reflink>]). Students with greater levels of food and housing insecurity were also more likely to experience lower levels of belonging, as were males, commuter students and younger students. The findings suggest that students with the lowest sense of belonging may be most different from their classmates in the amount of peer support they feel they are getting and the extent of their perceived isolation. Maslow's ([<reflink idref="bib57" id="ref127">57</reflink>]) hierarchy of needs positions belonging and its related dimensions as precursors for human potential and self-actualization (Baumeister & Leary, [<reflink idref="bib6" id="ref128">6</reflink>]; Chung, [<reflink idref="bib15" id="ref129">15</reflink>]), and prior research demonstrates its link to greater academic outcomes. In order to increase belonging among the students in the greatest need, colleges may need to enact policies and programs that measure and respond to basic needs insecurities and bring targeted attention to groups that feel the most chronic lack of belonging.</p> <hd id="AN0181729164-19">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <ref id="AN0181729164-20"> <title> References </title> <blist> <bibl id="bib1" idref="ref66" type="bt">1</bibl> <bibtext> Abrica, E. J., Lane, T. B., Zobac, S., & Collins, E. (2022). 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Header DbId: eric
DbLabel: ERIC
An: EJ1454193
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
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Items – Name: Title
  Label: Title
  Group: Ti
  Data: Sense of Belonging in a Majority-Minority Hispanic Serving Institution
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Christopher+Donoghue%22">Christopher Donoghue</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9322-1173">0000-0002-9322-1173</externalLink>)<br /><searchLink fieldCode="AR" term="%22Richard+S%2E+Reinschmidt%22">Richard S. Reinschmidt</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-8268-5713">0009-0005-8268-5713</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lauren+Chow%22">Lauren Chow</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Latinos+and+Education%22"><i>Journal of Latinos and Education</i></searchLink>. 2025 24(1):235-249.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 15
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+American+Students%22">Hispanic American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Serving+Institutions%22">Minority Serving Institutions</searchLink><br /><searchLink fieldCode="DE" term="%22Sense+of+Community%22">Sense of Community</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Discrimination%22">Social Discrimination</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnic+Groups%22">Ethnic Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Hunger%22">Hunger</searchLink><br /><searchLink fieldCode="DE" term="%22Poverty%22">Poverty</searchLink><br /><searchLink fieldCode="DE" term="%22Housing+Needs%22">Housing Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Acceptance%22">Peer Acceptance</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Isolation%22">Social Isolation</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Actualization%22">Self Actualization</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/15348431.2024.2370851
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1534-8431<br />1532-771X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Sense of belonging is a fundamental human need that can raise the chances of self-actualization and academic success in college. Latine and other historically underrepresented student groups may experience greater challenges in this area than White students due to a greater propensity for feelings of belonging uncertainty, perceptions of inequality or experiences with microaggressions, or greater struggles with food and housing insecurities, even when they outnumber White students on campus. In this study, we utilized a person-centered approach to explore the heterogeneity in belonging in a large sample of undergraduate students (N = 2,003) between the ages of 18 and 25 at a majority-minority Hispanic Serving Institution (HSI). We also used multinomial analysis to determine whether Latine and other non-White students, as well as those experiencing greater food and housing insecurities, were more likely to experience lower levels of belonging than their peers. The data pointed to three profiles of belonging, the lowest of which was characterized by low peer support and high isolation. Latine and Black students, and those experiencing more food and housing insecurities, were all more likely to identify with the Low Peer Support/High Isolation Profile.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1454193
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1454193
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/15348431.2024.2370851
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 235
    Subjects:
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Hispanic American Students
        Type: general
      – SubjectFull: Minority Serving Institutions
        Type: general
      – SubjectFull: Sense of Community
        Type: general
      – SubjectFull: Social Discrimination
        Type: general
      – SubjectFull: Ethnic Groups
        Type: general
      – SubjectFull: Hunger
        Type: general
      – SubjectFull: Poverty
        Type: general
      – SubjectFull: Housing Needs
        Type: general
      – SubjectFull: Peer Acceptance
        Type: general
      – SubjectFull: Social Isolation
        Type: general
      – SubjectFull: Self Actualization
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
    Titles:
      – TitleFull: Sense of Belonging in a Majority-Minority Hispanic Serving Institution
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Christopher Donoghue
      – PersonEntity:
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            NameFull: Richard S. Reinschmidt
      – PersonEntity:
          Name:
            NameFull: Lauren Chow
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          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1534-8431
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              Value: 1532-771X
          Numbering:
            – Type: volume
              Value: 24
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Journal of Latinos and Education
              Type: main
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