ABSTRACT
This chapter introduces sense of belonging as a formal variable of inquiry in theories of student persistence. Such a task involves connecting the historic development of college students’ sense of belonging to a working definition of the concept, reviewing relevant literature, hypothesizing the role of college students’ sense of belonging in current theories of persistence, and looking ahead to subsequent research opportunities. The chapter highlights key contributions from psychology and sociology that inform a working definition of college students’ sense of belonging. It provides an overview of Astin’s I-E-O model, including some theoretical underpinnings, then utilizes his framework to organize relevant literature on college students’ sense of belonging into three camps: inputs (or antecedents), environment (or experiences), and outputs (or outcomes). Inputs to sense of belonging include student characteristics such as socioeconomic status, first-generation status, and racial and ethnic minority background. Environments of sense of belonging include campus experiences regarding peers, faculty, cocurricular engagement, and campus climate.
