DOI
https://doi.org/10.25772/ZHFK-7G94
Author ORCID Identifier
0000-0002-0435-5648
Defense Date
2023
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Education
First Advisor
Dr. Michael Broda
Abstract
Sense of Belonging has been widely linked to academic performance, retention and persistence for college students. Students with disabilities are less likely to enroll than peers, and are more likely to drop out. Similar to other historically-marginalized groups, these students report lower sense of belonging than peers. Research with this population suggests that they may be seeking ways of building community and belonging at their universities which are self-driven. This notion of “doing belonging”, as it is described in the sociological literature, appears at first glance to be compatible with behaviorist approaches to student support. Although not without controversy, behavior analytic methods have demonstrated efficacy in supporting students with disabilities in developing a wide range of skills. However, sense of belonging is rarely discussed by behaviorist scholars. This three-paper dissertation investigates sense of belonging as a behaviorist construct.
First, a behaviorist framework for belonging is outlined through concept analysis, drawing on Skinner’s Verbal Behavior.
Second, a narrative review of educational literature on sense of belonging identifies behaviors among students, faculty, and at the institutional level that support belonging.
Third, an empirical mixed-methods study evaluates the efficacy of Acceptance and Commitment Training in developing richer psychological flexibility and sense of belonging.
Keywords: behaviorism, sense of belonging, disability, acceptance and commitment training, higher education, mixed methods research
Rights
© The Author
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
12-7-2023