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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 0000-0002-8585-2207), Ryan Gerald Wilkinson (ORCID 0000-0002-5000-8399), Rachel Forsyth (ORCID 0000-0001-7401-2870), Awo Abdi
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
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  Data: From Belonging to Mattering to Trust: The Experiences of Minoritised Ethnic Students in UK Higher Education
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  Data: <searchLink fieldCode="AR" term="%22Claire+Hamshire%22">Claire Hamshire</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8585-2207">0000-0002-8585-2207</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ryan+Gerald+Wilkinson%22">Ryan Gerald Wilkinson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5000-8399">0000-0002-5000-8399</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rachel+Forsyth%22">Rachel Forsyth</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7401-2870">0000-0001-7401-2870</externalLink>)<br /><searchLink fieldCode="AR" term="%22Awo+Abdi%22">Awo Abdi</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Higher+Education+Research+and+Development%22"><i>Higher Education Research and Development</i></searchLink>. 2026 45(3):572-585.
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  Data: 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
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnicity%22">Ethnicity</searchLink><br /><searchLink fieldCode="DE" term="%22Sense+of+Belonging%22">Sense of Belonging</searchLink><br /><searchLink fieldCode="DE" term="%22Trust+%28Psychology%29%22">Trust (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28England%29%22">United Kingdom (England)</searchLink>
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  Data: 10.1080/07294360.2025.2552319
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  Data: 0729-4360<br />1469-8366
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  Data: 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.
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      – SubjectFull: Ethnicity
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