Self-identity discrepancy theory: Exploring returning South African Cuban-trained medical students sense of belonging [Scholarly Article - SAJHE, December 2022]

Title:

Self-identity discrepancy theory: Exploring returning South African Cuban-trained medical students sense of belonging

 

Authors:

B. M. Donda, University of KwaZulu-Natal, Durban Clinical and Professional Practice  

V. Singaram, University of KwaZulu-Natal Clinical and Professional Practice  

R. Hift, University of KwaZulu-Natal Clinical and Professional Practice

 

Published:

South African Journal of Higher Education, Volume 36, Number 6 (26 December 2022)

https://www.journals.ac.za/index.php/sajhe/article/view/5526

Abstract:

Background: The Nelson Mandela-Fidel Castro Collaboration programme (NMFCMC) between South Africa and Cuba was established in 1996. South African students, undergo five years of medical training in Cuba and finish the final eighteen months of training in South Africa. These students experience academic difficulties on their return.  

 

Methods: All twelve NMFCMC students enrolled at the University of KwaZulu-Natal in 2015 participated in this study. Data were elicited using focus group interviews, narrative interviews, found photovoice and the Collage Life Story Elicitation Technique.  

 

Results: Challenges faced by participants resulted in identity discrepancy, which in turn promoted unfavourable attitudes, affect, psychological and physical behaviours towards participants’ belongingness.  

 

Conclusion: Returning NMFCMC students experienced difficulties in assimilation due to identity discrepancies and frustrated sense of belonging. Focusing on reinforcing positive aspects of identity, and interpersonal relationships through moderating the tendency of local teachers and students to emphasise the “otherness” of the NMFCMC student is crucial.

 

A socio-political approach on autistic students’ sense of belonging in higher education [Scholarly Article - Teaching in Higher Education, 1 December 2020]

Title:

A socio-political approach on autistic students’ sense of belonging in higher education

 

Authors:

Henri V. Pesonen, Juuso Henrik Nieminen, Jonathan Vincent, Mitzi Waltz, Minja Lahdelma, Elena V. Syurina & Marc Fabri

 

Published:

Teaching in Higher Education, 1 December 2020

https://www.tandfonline.com/doi/full/10.1080/13562517.2020.1852205

 

Abstract:

Although an unprecedented number of autistic students are entering higher education, research focusing on their sense of belonging is scarce. Autistic students’ sense of belonging can be jeopardized due to the students’ encounters with a network of social expectations, activities, responses and biased attitudes. Using a participatory approach, our objective was to examine autistic university students’ perceptions about their sense of belonging whilst at university. The study involved semi-structured interviews with 12 autistic university students and graduates from the Netherlands. Data were analysed using theory-guided content analysis and elaborative coding approaches. Findings indicate that autistic students’ sense of belonging is multi-dimensional, fluid, and located within affective, spatial, temporal, social and political contexts. Our findings offer a novel and theoretically robust framework to conceptualise and further understand the sense of belonging. Important practical implications are also given.

Scholarly Article (2020) - An Exploration Into the Importance of a Sense of Belonging for Online Learners

Title:
An Exploration Into the Importance of a Sense of Belonging for Online Learners

Authors:
Susi Peacock, John Cowan, Lindesay Irvine & Jane Williams

Published:
The International Review of Research in Open and Distributed Learning, Volume 21, Number 2 (2020)
Available: http://www.irrodl.org/index.php/irrodl/article/view/4539

From the abstract:
"Fostering a sense of belonging and a personal connection is seen as fundamental by many educational researchers, regardless of the learning environment. Online learning certainly provides flexible learning opportunities but comes with notable issues. For online learners, nurturing a sense of belonging may present a way of improving their experiences and attainment, as well as reducing attrition rates. Research specifically exploring sense of belonging and online learning is limited. This article addresses that gap and reports on a small-scale exploratory study using qualitative data-collection and analysis methods to investigate the importance, or not, of sense of belonging for postgraduates’ online education by exploring the origins and nature of their lived experience of online learning and their sense of belonging therein."

Scholarly Article (2020) - An Exploration Into the Importance of a Sense of Belonging for Online Learners

Title:
An Exploration Into the Importance of a Sense of Belonging for Online Learners

Authors:
Susi Peacock, John Cowan, Lindesay Irvine & Jane Williams

Published:
IRRODL (The International Review of Research in Open and Distributed Learning), volume 21, number 2, pp. 18-35 (2020).
https://doi.org/10.19173/irrodl.v20i5.4539

From the abstract:
"Fostering a sense of belonging and a personal connection is seen as fundamental by many educational researchers, regardless of the learning environment. Online learning certainly provides flexible learning opportunities but comes with notable issues. For online learners, nurturing a sense of belonging may present a way of improving their experiences and attainment, as well as reducing attrition rates. Research specifically exploring sense of belonging and online learning is limited. This article addresses that gap and reports on a small-scale exploratory study using qualitative data-collection and analysis methods to investigate the importance, or not, of sense of belonging for postgraduates’ online education by exploring the origins and nature of their lived experience of online learning and their sense of belonging therein."