Bibliographic Details
| Title: |
Building belonging at university: cultural background, social interaction, science identity and linguistic support / Creando pertenencia en la universidad: acervo cultural, interacción social y apoyo lingüístico. |
| Authors: |
Dukhan, Shalini1 (AUTHOR) Shalini.dukhan@wits.ac.za |
| Source: |
Journal for the Study of Education and Development: Infancia y Aprendizaje. May2025, Vol. 48 Issue 2, p370-396. 27p. |
| Subject Terms: |
*Student attitudes, Linguistic identity, Linguistics, Social belonging, Social interaction |
| Abstract (English): |
Colonization caused historic imbalance where societies were strategized to be, and remain, marginalized: education was used as a primary vehicle to establish domination. This case study illustrates that when the social and cultural environment and language use at university support a sense of belonging and the development of identity within science, students from less resourced environments gain a deeper understanding of the nuances for undergraduate academic success. In-depth interviews were conducted to follow the mechanisms that enabled a poorly performing first year from a rural setting to succeed during the undergraduate years. Evidence is provided from the student's perspective of the need for collaborative peer-mentoring relationships where language plays a key role during undergraduate studies to facilitate a sense of belonging and ensure academic success when peers of similar cultural backgrounds study together. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
La colonización causó un desequilibrio histórico en el que algunas sociedades fueron, y siguen permaneciendo, estratégicamente marginadas: la educación se utilizó como el vehículo principal de ese predominio. Este estudio muestra que, cuando el entorno social y cultural y el uso del lenguaje en la universidad refuerza el sentimiento de pertenencia y el desarrollo identitario en el marco científico, los estudiantes de entornos menos privilegiados alcanzan mejor comprensión de los matices para el éxito académico a nivel universitario. Se llevaron a cabo entrevistas en profundidad para identificar los mecanismos que facilitan que estudiantes de zonas rurales desaventajados durante el primer año logren superar satisfactoriamente sus estudios de grado. Se presenta evidencia desde la perspectiva del estudiante sobre la necesidad de facilitar relaciones colaborativas y de mentoría entre pares en las que la lengua desempeña un papel clave durante los estudios de grado para fomentar un sentimiento de pertenencia y garantizar el éxito académico cuando estudiantes de similar procedencia cultural estudian de forma colaborativa. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
