Social Belonging Resources

Faculty Development Social Belonging Project

Project Learning Outcomes

DRAFT – 1-10-18

Upon completion of the training modules for this project, faculty/staff members will:

  1. identify challenges faced by underrepresented students in contemporary higher education.
  2. identify personal assumptions of cultural differences.
  3. predict ways in which verbal and non-verbal communication used in class presentation, discussion, and evaluation of student work may impact social belonging by underrepresented students.
  4. construct sample feedback messages and terminology to all students that affirm social belonging.
  5. interpret common signs of educational disengagement in underrepresented students.
  6. develop strategies for identifying student engagement.
  7. identify/liase? academic support services for struggling students.


Perception survey of participants upon completion to measure effectiveness.


First-generation college students are about half as likely to graduate in four years as those whose parents completed college (Ishitani, 2006), ethnically underrepresented students are half as likely to graduate as their White and Asian classmates (NCES, 2014), and low-income students’ graduation rates also lag far behind those with family incomes above the bottom quartile (Tough, 2014).

Hernandez P. R., Schultz P., Estrada M., Woodcock A., Chance R. C. Sustaining optimal motivation: A longitudinal analysis of interventions to broaden participation of underrepresented students in STEM. Journal of Educational Psychology. 2013;105(1):89. [ PMC free article ] [ PubMed


[1] Gregory M. Walton and Geoffrey L. Cohen, “A Brief Social-Belonging Intervention Improves Academic and Health Outcomes of Minority Students,” Science, vol. 18, pp. 1447-1451, 2011.


[2] David S. Yeager and Gregory M. Walton, “Social-Psychological Interventions in Education : They’re Not Magic,” Review of Educational Research, vol. 81, pp. 267-301, 2011.


[9] Brit Toven-Lindsey, Marc Levis-Fitgerald, Paul Barber, and Tama Hasson, “Increasing Persistence in Undergraduate Science Majors: A Model for Institutional Support of Underrepresented Students,” CBE Life Sciences Education, vol. 14, 2015. [Online].


“Increasing Persistence of College Students in STEM,” Science, vol. 341, pp. 1455-1456, 2013.


Matea Pender, Dave Marcotte, Mariano R. Sto. Domingo, and Kenneth I. Maton, “The STEM Pipeline: The Role of Summer Research Experience in Minority Students’ Ph.D. Aspirations,” Education Policy Analysis Archives, vol. 18, December 2010. [Online].


Gregory M. Walton and Geofrrey L. Cohen, “Supporting Online Materials for A Brief Social-Belonging Intervention Improves Academic and Health Outcomes of Minority Students,” Science, no. 331, 2011. [Online].


Angela L. Duckworth, Christopher Peterson, Michael D. Matthews, and Dennis R. Kelly, “Grit: Perseverance and Passion for Long-Term Goals,” Journal of Personality and Social Psychology, vol. 92, pp. 1087–1101, 2007.


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