ABSTRACT
This chapter briefly describes how focusing on psychological well-being (PWB) as components of belonging may be useful. It discusses the findings from the analysis of a one-unit, one-credit university seminar course at San Diego State University, a Hispanic-serving institution committed to repairing institutional inequities. The course intended to cultivate intrapersonal competencies such as PWB, metacognitive awareness (MAI), prosocial values, positive future self, and belonging, which have been broadly demonstrated to significantly correlate with or predict degree completion and are desirable career-related skills. The Hoffman sense of belonging pre- and postquestionnaire scale and subscale scores, as well as the other intrapersonal competency inventories (PWB, mindful self-compassion, and MAI), were analyzed and disaggregated by first-generation, Pell-eligible, underrepresented minority, gender, and their intersections to identify which intervention design had greater gains in belonging and for whom. In identifying which identities entered college with significantly high and low belonging, machine learning was used to create high belonging and low belonging clusters.
