AWARDS AND RECOGNITION
 
ABOUT THE CENTER | STAFF | AFFILIATES | CONTACT US

HOME

EVENTS

PUBLICATIONS

RESEARCH

RESOURCES

LISTSERVS

AWARDS AND RECOGNITION

CONTACT INFORMATION

CENTER SURVEYS


DATA ACCESS & RESEARCH SERVICES


RESEARCH PRESENTATIONS

PAUL P. FIDLER
RESEARCH GRANT


RESEARCH LINKS


USC  THIS SITE

 

 

 


2016 - 2017 Paul P. Fidler Grant Recipients

Jason C. Garvey
University of Vermont

 

Maureen A. Flint
University of Alabama

linkedin

 

Kelly W. Guyotte
University of Alabama

 

Keely Latopolski
University of Alabama

linkedin

 

Laura Sanders
University of Alabama

 

About the Study:
Identity Intersections: Sense of Belonging and its Influence on Academic Success for Residential Students across Racial and Gender Identities

Belongingness matters greatly to college student success, yet the ways in which students experience belonging varies greatly across racial and gender identities. Residence halls have the potential to shape students sense of belonging because of the amalgamation of academic and social spaces. Using Strayhorn’s (2012) model for sense of belonging, our proposed research focuses on belongingness in residence halls and its relationship to academic success across racial and gender identities. Using a mixed methods approach, our proposed research will add to the complex narrative between belonging, academic success, and identity.

Dallin George Young, Assistant Director for Research, Grants, and Assessment at the National Resource Center for The First-Year Experience and Students in Transition, led the Paul P. Fidler Research Grant selection process. He anticipates Garvey's research will significantly contribute to the national discussion on sense of belonging on campus and its relationship to academic success, including student retention.

“This is an exciting research project that will open a window into how campus environments, particularly residence halls, can be shaped as places where students feel they belong. . Sense of belonging is related to a number of important educational outcomes including academic success, commitment, and satisfaction, all of which increase the chances that students will stay in school and complete their studies. . Moreover, this mixed methods approach will allow the team to improve our understanding of the nuanced relationships between belongingness, success, and identity.”

Finalists:

  • Jodi Linley of the University of Iowa and Cindy Ann Kilgo of the University of Alabama and their study entitled Transitioning to Campus: A Narrative Examination of Transgender Students’ Experiences with Anticipatory Undergraduate
  • Ramon Goings of Loyola University and Julius Davis of Bowie State University and their study entitled The Transition Experiences of High-Achieving Nontraditional Black Male Undergraduates at HBCUs to Graduate Students at PWIs.
  • Nancy Acevedo-Gil of California State University- San Bernardino and her study entitled From Developmental Mathematics to College Sophomores: Examining the Challenges and Successes of Second-Year Transitions for Students of Color
  • Mauriell Amechi of the University of Wisconsin- Madison and his study entitled Straight out of foster care: A qualitative anti deficit study of student achievers

 

 

RETURN TO TOP
CENTER DIRECTORY MAP TO CENTER
SITE INFORMATION