Using Names To Foster a Sense of Belonging
Students are searching for a sense of belonging. Faculty can implement an easy and effective strategy to build their classroom community. Let’s discuss more!
Presented by:
Justin Goins, The University of Alabama
Hear it from the author:
Transcript:
A previous study by the American College Health Association in 2024 surveyed more than 100,000 college students and nearly half reported moderate to high levels of loneliness and a lack of belonging on campus. The purpose of this study was to examine students' perceptions of being addressed by their preferred 1st name in class by their instructor, and if they believed it had an impact on their sense of belonging in the classroom, their attendance, and the likelihood of referring to others by name; as well as assessing if
students believed referring to other students by name impacted their sense of belonging and their participation in group work. Finally, the study assessed whether students believe that an increased sense of belonging in class impacted their ability to learn, their likelihood of participating in class discussions, and their motivation to seek additional help from their instructor and peers. The 9-item survey was provided to students at the very beginning and end of the semester as well as a weekly survey that the students completed at the end of each week. Results show that students benefited from being referred to by their 1st name. While the only statistically significant difference in response between the beginning and end semester was that students felt a sense of belonging will make them more likely to seek help from their peers. It is also worth noting that the weekly survey showed a consistent response that being called by the preferred 1st name by the instructor increased their sense of belonging in the course, showing that these feelings did not change throughout the semester.
Key Words:
Immediacy, Belonging, Loneliness
Abstract:
Recently, there has been a focus on increasing levels of loneliness among American adults, including college students. Initiating a sense of immediacy with students may lead to an improved sense of belonging. Twenty-four students completed a pre- and post-semester survey assessing the impact of being called by their first name in class throughout the semester. Students reported an improved sense of belonging, as well as other factors that may improve the classroom environment.
Outcomes:
1. Assess strategies to help improve students’ sense of belonging in the classroom and on campus.
2. Identify the benefits of acknowledging students throughout the semester.
3. Create a plan to implement various strategies in the classroom with the goal of improving the sense of belonging.
References:
Cooper, K.M., Haney, B., Krieg, A., Brownell, S.E. (2017). What’s in a name? The importance of students perceiving that an instructor knows their names in a high-enrollment biology classroom. CBE Life Science Education, 16(1), 1-13. https://doi.org/10.1187/cbe.16-08-0265.
Waldbuesser, C., van Raalte, L.J. (2023). Teacher affection and immediacy in college classrooms: predicting student engagement. Education Research Quarterly, 47(1), 3-26.
Holstead, C.E. (2019). Want to improve your teaching? Start with the basics: learn students’ names. Chronicle of Higher Education, www.chronicle.com/article/Want-to-Improve-Your-Teaching-/247098.
Tsai, K-C. (2017). Teacher-student relationships, satisfaction, and achievement among art and design college students in Macau. Journal of Education and Practice, 8(6), 12-16.