Enhancing Belonging Through Inclusive Teaching: The Amplified Impact on First-Generation Students
Keywords:
first-generation college students, inclusive teaching, academic coaching, strength-based pedagogy, growth mindset, online learning, sense of belongingAbstract
This study examines the impact of inclusive teaching interventions—academic coaching and strengths-based teaching—on students’ sense of belonging in an online statistics course. Findings revealed a significant overall increase in students’ sense of belonging, with a larger effect size observed among first-generation students compared to their continuing-generation peers. Students described how despite a level of initial anxiety about this math-centric course, cultivating a sense of belonging in the classroom was associated with enhanced development of a growth mindset. The interventions described in this study are readily adaptable across a range of institutional contexts, disciplines, and modalities.
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