English-major students’ construction of academic sense of belonging: A metaphoric exploration

Abstract

Academic belongingness plays a pivotal role in students' academic and career success, as well as their overall well-being. Nonetheless, the construction of academic belongingness by English-major university students has largely remained under-explored. In this qualitative study, we attempted to explore the formation of the academic sense of belonging by senior English-major students by focusing on their lived experiences. The participants of the study were 24 Iranian females studying English Literature at three accredited state universities in Tehran, Iran. The analysis of the data collected through in-depth interviews and reflective writings highlighted four key components as contributors to the formation of these English-senior students’ academic sense of belonging. They were categorized as “strings of social relationships,” “self-concept,” “curricular content,” and “societal perspectives.” Each component will be expounded upon using an orchestral metaphor. We hope the findings would have implications for policy and practice in higher education, particularly in supporting the academic belongingness of English-major students. Understanding the experiences and challenges of English-major students' academic belongingness can help curriculum developers and instructors to design more inclusive institutional curricula as well as supportive environments that promote their hope, success, and overall well-being.