Experiences of (not) belonging among higher education students from nondominant ethnic backgrounds

Kennedy, B. L. and Melfor, S. (2021) Experiences of (not) belonging among higher education students from nondominant ethnic backgrounds. Education and Society, 39(2), pp. 69-91. (doi: 10.7459/es/39.2.05)

Abstract

Students from nondominant backgrounds face challenges in educational contexts related to finding support and having a sense of belonging. In this study, we focus primarily on race and ethnicity in shaping experi- ences of nondominance. Using a theoretical framework based upon criti- cal race theory and sense of belonging, we interviewed ten young adults from nondominant backgrounds about their educational experiences in primary, secondary, and tertiary education in the Netherlands. Findings indicate challenges related to interactions with White peers, low teacher support and expectations, and discontinuities between home and school cultures. Sources of support included peers from nondominant back- grounds, religion and faith communities, and family. Implications suggest that teachers and leaders in educational institutions develop their own, and their dominant students’, understandings of nondominant students’ experiences. Additional arguments for the need to focus on race in the European context and for the affordances of interpretive qualitative in- quiry approaches are included.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Kennedy, Professor Brianna L.
• Authors: Kennedy, B. L., and Melfor, S.
• College/School: College of Social Sciences > School of Education > Pedagogy, Praxis & Faith
• Journal Name: Education and Society
• Publisher: James Nicholas Publishers
• ISSN: 0726-2655
• ISSN (Online): 2201-0610