From Belonging to Mattering to Trust: The Experiences of Minoritised Ethnic Students in UK Higher Education
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| Title: | From Belonging to Mattering to Trust: The Experiences of Minoritised Ethnic Students in UK Higher Education |
|---|---|
| Language: | English |
| Authors: | Claire Hamshire (ORCID |
| Source: | Higher Education Research and Development. 2026 45(3):572-585. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Minority Group Students, Ethnicity, Sense of Belonging, Trust (Psychology), Foreign Countries, Student Experience, Student Attitudes, Universities, College Students |
| Geographic Terms: | United Kingdom (England) |
| DOI: | 10.1080/07294360.2025.2552319 |
| ISSN: | 0729-4360 1469-8366 |
| Abstract: | Underpinning the project of massification of higher education (HE) is the stated aim to make HE accessible and equitable to all those who could benefit from it. Nevertheless, key metrics of success -- access and participation, retention, degree outcomes -- reveal inequalities related to race, gender and social class. Policies at both institutional and national levels, across international settings, aim to reduce inequalities, largely through initiatives that seek to foster 'a sense of belonging' among a more diverse cohort of students. Whilst it is hard to disagree with the notion that all students should belong, there can be differences of understanding of the meaning of belonging: it may be measured against institutional priorities, but be expressed for students through feelings of value, recognition and trust. This article critically examines belonging and proposes a shift towards mattering and trust as more effective concepts, drawing on data from listening events with 15 minoritised ethnic students studying at a UK university. We suggest a shift towards a consideration of what it means to trust in HE and create spaces where mattering equally and feeling valued are available to all students. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503658 |
| Database: | ERIC |
| Abstract: | Underpinning the project of massification of higher education (HE) is the stated aim to make HE accessible and equitable to all those who could benefit from it. Nevertheless, key metrics of success -- access and participation, retention, degree outcomes -- reveal inequalities related to race, gender and social class. Policies at both institutional and national levels, across international settings, aim to reduce inequalities, largely through initiatives that seek to foster 'a sense of belonging' among a more diverse cohort of students. Whilst it is hard to disagree with the notion that all students should belong, there can be differences of understanding of the meaning of belonging: it may be measured against institutional priorities, but be expressed for students through feelings of value, recognition and trust. This article critically examines belonging and proposes a shift towards mattering and trust as more effective concepts, drawing on data from listening events with 15 minoritised ethnic students studying at a UK university. We suggest a shift towards a consideration of what it means to trust in HE and create spaces where mattering equally and feeling valued are available to all students. |
|---|---|
| ISSN: | 0729-4360 1469-8366 |
| DOI: | 10.1080/07294360.2025.2552319 |
