Addressing the Gaps in Belongingness: A Qualitative Investigation of Student Exclusion on Outdoor Orientation Programs

Authors

  • Brent J. Bell University of New Hampshire
  • Jorich Horner Kalamazoo College
  • Trevor Guilmette University of New Hampshire
  • Katriana Kivari University of New Hampshire

DOI:

https://doi.org/10.18666/JOREL-2024-12509

Keywords:

belongingness, Outdoor orientation Programs, exclusion

Abstract

Despite their aim to foster belongingness, a small percentage of incoming college students (1%-2%) report feeling excluded (not belonging) during their outdoor orientation program. Feelings of exclusion are often highly consequential to a person transitioning to college. This study explores the experiences of students reporting low levels of belongingness (n= 11) to better understand their experience and to help inform interventions. Thematic analysis using a General Qualitative Approach (GQA) revealed several factors contributing to students' lack of belonging. Findings led to the development of the Belongingness Assessment Model (BAM). This novel approach assesses a lack of belongingness along two scales, isolated vs. generalized lack of belonging and whether the lack of belongingness is bridgeable or unbridgeable. Leader approaches to belongingness are nuanced and may require different interventions based upon the type of exclusion a participant is experiencing. 

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Published

2024-11-06

Issue

Section

Special Issue: 2024 Coalition for Education in the Outdoors: Research in Outdoor Education