ABSTRACT
This chapter argues for an approach to fostering belonging that considers supporting a diverse group of at-promise students in a way that shifts the culture of the institution to becoming multiple-identity conscious while also affirming identity-centered programming and multicultural centers that provide a supportive role for minoritized students. It explores the underlying approaches to practice that programs and institutions can incorporate in order to support a sense of belonging for a large group of at-promise students with multiple identities. The chapter identifies four themes that explain facets of the Thompson Scholars Learning Community approach to facilitating a sense of belonging among a large and diverse group of students: creating validating experiences, being conscious of multiple identities, tailoring support for belonging, and acknowledging a continuum of belonging. The four themes worked together to create a context where students with different identities could feel a sense of belonging to the same program.
