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.
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| 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. |
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| 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] |
| Copyright of Journal for the Study of Education and Development: Infancia y Aprendizaje is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 185588037 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: 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. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Dukhan%2C+Shalini%22">Dukhan, Shalini</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> Shalini.dukhan@wits.ac.za</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+for+the+Study+of+Education+and+Development%3A+Infancia+y+Aprendizaje%22">Journal for the Study of Education and Development: Infancia y Aprendizaje</searchLink>. May2025, Vol. 48 Issue 2, p370-396. 27p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistic+identity%22">Linguistic identity</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistics%22">Linguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Social+belonging%22">Social belonging</searchLink><br /><searchLink fieldCode="DE" term="%22Social+interaction%22">Social interaction</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: 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] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal for the Study of Education and Development: Infancia y Aprendizaje is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/02103702251320855 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 27 StartPage: 370 Subjects: – SubjectFull: Student attitudes Type: general – SubjectFull: Linguistic identity Type: general – SubjectFull: Linguistics Type: general – SubjectFull: Social belonging Type: general – SubjectFull: Social interaction Type: general Titles: – TitleFull: 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. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Dukhan, Shalini IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 02103702 Numbering: – Type: volume Value: 48 – Type: issue Value: 2 Titles: – TitleFull: Journal for the Study of Education and Development: Infancia y Aprendizaje Type: main |
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