:Nonbinary college students are an underresearched and often misinterpreted and misunderstood population. These students face compulsory heterogenderism (Nicolazzo, 2017), institutional cisgenderism (Seelman, 2014), and other structural barriers to belonging and student success. Through qualitative interviews (N = 6), this phenomenological study explored nonbinary undergraduates' experiences of belonging on campus with regard to their gender identities. The study was grounded in an interwoven theoretical framework of Rendón's (1994) validation theory, Strayhorn's (2019) sense of belongingness, and Devor's (2004) concepts of witnesses and mirrors in an effort to understand sense of belonging as a construct in college impact research. Findings depict what belonging feels like for nonbinary students, lack of belonging, and sites of belonging during college. Implications for improving research and practice in order to understand and build capacity for a sense of belonging for nonbinary students follow.

BackgroundThe aim of this study was to provide a conceptual test of how social inhibition, sense of belonging and internalizing problems are related, and whether sense of belonging moderates or mediates the relation between social inhibition and internalizing problems. MethodsData were used from two waves of the Dutch internet cohort LISS (Longitudinal Internet Studies of the Social Sciences; N = 511, M age = 52.09 years). Social inhibition was measured using the DS14 in 2012, sense of belonging (i.e., feeling cut off and having people to really talk to) was measured with the General Social Exclusion Index in 2012 and internalizing problems with the MHI-5 in 2015. ResultsSocial inhibition was related to a lower sense of belonging and more internalizing problems. A low sense of belonging was related to more internalizing problems. Results indicated no moderation. However, evidence was found for partial mediation. That is, feeling cut off and having people to really talk to explained part of the link between social inhibition and internalizing problems. All analyses were controlled for sex, age and income. LimitationsThe items used to measure sense of belonging only cover part of the construct. The study was not fully prospective, as such, no conclusions can be drawn regarding causality. ConclusionsLow sense of belonging is a key factor to consider when aiming at understanding individual differences in internalizing psychopathology related to social inhibition.

This study draws on belongingness theory to explore the impact of social presence on addiction to social networking sites (SNSs). A conceptual framework was developed and empirically tested based on data collected from 278 SNS users in China. The results demonstrate that social presence is positively related to sense of belonging and enjoyment. Sense of belonging has a positive effect on enjoyment, including escapism, pleasure and arousal, but has no effect on SNS addiction. Escapism and pleasure can result in SNS addiction, but arousal has no significant influence. Drawing on a new perspective of belongingness theory, this study makes theoretical contributions related to social presence and SNS addiction, and the findings have managerial implications for SNS providers and users.

The sense of belonging can be defined as a highly subjective and dynamic feeling of acceptance, inclusion, and connectedness to a specific contextual entity. Perceiving belongingness to others is positively related to psychological well-being, happiness, or higher self-esteem. The present contribution examined how the sense of belonging to spatial, social, and cultural entities evolves over the migration process of Portuguese first-generation migrants and their second-generation offspring residing in Luxembourg. The current study drew on the qualitative content analysis of ten semi-structured interviews, carried out with ten Portuguese migrant family dyads (one parent and one adult child per dyad). The results affirmed that the sense of belonging showed to be a complex and multi-faceted concept and highly shaped by specific contexts. The initially unfamiliar Luxembourgish context became a familiar setting and even a "home" over time. While the older generation presented noticeable belongingness to Luxembourg as a homeland, their affiliation to the Luxembourgish community and culture remained rather low. Simultaneously, they preserved a high connectedness to the Portuguese culture as well as to fellow Portuguese migrants living in the Grand Duchy. The younger generation expressed a much more pronounced attachment to Luxembourg, since they perceived belongingness to the Luxembourgish spatial, social, and (multi)cultural milieu. In addition to this, a certain affiliation to the Portuguese culture and language could be discerned. Although some factors, which might have contributed to this evolution, could be identified in the present study, one can assume that there are significantly more that have not been addressed yet.

ABSTRACTResearch has shown that a strong relationship exists between belongingness and depressive symptoms; however, the contribution of specific types of belongingness remains unknown. Participants (N=369) completed the sense of belonging instrument, psychological sense of organizational membership, and the depression scale of the depression anxiety stress scales. Factor analysis demonstrated that workplace and general belongingness are distinct constructs. When regressed onto depressive symptoms, these belongingness types made independent contributions, together accounting for 45% of variance, with no moderation effects evident. Hence, general belongingness and specific workplace belongingness appear to have strong additive links to depressive symptoms. These results add support to the belongingness hypothesis and sociometer theory and have significant implication for depression prevention and treatment. Copyright © 2012 John Wiley & Sons, Ltd.

Problem Theoretical and practical frameworks delineating the individual and relational needs inherent to creating perceptions of belongingness in the workplace are absent in Human Resources Development (HRD) literature. For inclusive leadership practitioners, the literature itself lacks direct mentioning of belonging, causing the awareness around the concept to be problematic. Without a clear understanding of factors that influence perceptions of belonging, leaders lack direction in building inclusive workplaces and reaping the beneficial business outcomes these have the potential to bring, including increased employee engagement, performance, and innovation. Solution The Individual and Relational Belongingness (IRB) model is introduced to explore and define the unique needs that are vital for individual to perceive a sense of belongingness in the workplace across individual, relational, personal, and organizational dimensions. Stakeholders Organizational and Human Resources Development scholar practitioners benefit from understanding the nuanced and complex needs that drive perceptions of belongingness, since these bring additional context to the scholarship and practice of inclusive leadership.

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.

PurposeThe purpose of this study is to investigate the effects of the activity-based workspace (ABW) on employee belonging. Place attachment theory (PAT) is used as a proxy to understand and measure the belongingness of employees to their physical workplaces.Design/methodology/approachA case study of a bank’s newly retrofitted ABW office is conducted, providing fresh perspectives on the effect of ABW on employee belonging. A questionnaire survey was used to understand employee belongingness. Surveys are conducted with employees of the bank (n = 100) who experienced the transition from the conventional open-plan office with designated seats to an ABW, to understand and compare the change in employee belonging after the transition, by studying the level of belonging achieved in the space before and after.FindingsThe results showed that there was a positive sense of belongingness amongst employees working in the ABW space, as per the PAT framework and an increased sense of belongingness compared with the previous conventional open-plan office. However, ABWs were found to also have a negative effect on employees’ sense of control and security.Originality/valueMaslow’s hierarchy of needs indicates that a feeling of belonging is fundamental to humans. The need for belonging is also applicable in the workplaces of today’s progressive corporate organisations, where there is increased pressure and incentive to appeal to and retain talent. This research was conducted in response to the huge growth in interest in activity-based working across the corporate real estate community. As there has been no prior research done in the area of the emotional need for belongingness in ABW.

ABSTRACT Objective: A sense of belonging – the subjective feeling of deep connection with social groups, physical places, and individual and collective experiences – is a fundamental human need that predicts numerous mental, physical, social, economic, and behavioural outcomes. However, varying perspectives on how belonging should be conceptualised, assessed, and cultivated has hampered much-needed progress on this timely and important topic. To address these critical issues, we conducted a narrative review that summarizes existing perspectives on belonging, describes a new integrative framework for understanding and studying belonging, and identifies several key avenues for future research and practice. Method: We searched relevant databases, including Google Scholar, PubMed, Scopus, PsycInfo, and ClinicalTrials.gov, for articles describing belonging, instruments for assessing belonging, and interventions for increasing belonging. Results: By identifying the core components of belonging, we introduce a new integrative framework for understanding, assessing, and cultivating belonging that focuses on four interrelated components: competencies, opportunities, motivations, and perceptions. Conclusion: This integrative framework enhances our understanding of the basic nature and features of belonging, provides a foundation for future interdisciplinary research on belonging and belongingness, and highlights how a robust sense of belonging may be cultivated to improve human health and resilience for individuals and communities worldwide. KEY POINTS What is already known about this topic: Belonging is a fundamental human need that all people are driven to satisfy. However, there is disagreement in the literature regarding how a person should go about increasing their sense of belonging. There is also little consensus regarding how belonging should be conceptualized and measured. What this topic adds: The review article draws together disparate perspectives on belonging and harnesses the strengths of this multitude of perspectives to help advance the field. The paper provides a framework that can help inform researchers, practitioners, and individuals seeking to increase a sense of belonging in themselves and in the organizations and groups in which they work and live. We posit that competencies, opportunities, motivations, and perceptions are central elements in strategies that can be used to increase our individual and collective sense of belonging for the betterment of society.

AbstractFeelings and questions of belonging are central to daily life. Highlighting this centrality, research and theory in higher education have offered robust definitions and frameworks for understanding what it means to belong, how it shapes meaningful life outcomes, and how to foster it. This chapter offers an interdisciplinary structure for putting these perspectives in conversation. To do this, I first briefly review and weave discussion about some common definitions and frameworks on belonging. Then, drawing from a place‐belongingness and a politics of belonging framework—which describes how belonging is both an intimate feeling and bounded by intersecting social forces that serve to include and exclude various social realities—I highlight key factors (autobiographical, relational, cultural, economic, legal, elective) that constitute belonging. I offer concrete examples for attending to each factor as a pathway for building relational spaces that critically foster belonging for college students.