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Wake Forest University
1.
Santarelli, Annie Julia.
Social Media Use & Belonging.
Degree: 2020, Wake Forest University
URL: http://hdl.handle.net/10339/96819 
► The Need to Belong is considered a fundamental human need that is essential to various aspects of life (Baumeister & Leary, 1995). Belonging is a…
(more)
▼ The Need to Belong is considered a fundamental human need that is essential to various aspects of life (Baumeister & Leary, 1995). Belonging is a two-dimensional construct, comprised of “relatedness” and interaction,” which together contribute a complete sense of belonging. Belongingness needs can be satiated through various mechanisms and behaviors, potentially through social media use. Based on the established importance of belonging, and the growing prevalence of social media, the present research explores the relationship between social media use, belonging, and other well-being outcomes. More specifically, this study looked at how social media platforms are used and the impact of specific social media behaviors on belonging, also exploring the cyclical nature of social media use. Participants (n = 295) were recruited from a small southern university and through Facebook, and responded to measures regarding belonging, loneliness, social connectedness, time spent using social media, and social media use behaviors. Results suggest that active and passive social media use predict belonging. Additionally, connecting with people in close relational proximity through social media predicted belonging. Ultimately, engaging in specific behaviors on social media platforms impact belonging. Using social media actively or passively, and connecting with others in close relational proximity, are ways individuals can use social media to add to their interpersonal relationships and belonging—not take away from them.
Subjects/Keywords: belonging
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APA (6th Edition):
Santarelli, A. J. (2020). Social Media Use & Belonging. (Thesis). Wake Forest University. Retrieved from http://hdl.handle.net/10339/96819
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Santarelli, Annie Julia. “Social Media Use & Belonging.” 2020. Thesis, Wake Forest University. Accessed January 23, 2021.
http://hdl.handle.net/10339/96819.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Santarelli, Annie Julia. “Social Media Use & Belonging.” 2020. Web. 23 Jan 2021.
Vancouver:
Santarelli AJ. Social Media Use & Belonging. [Internet] [Thesis]. Wake Forest University; 2020. [cited 2021 Jan 23].
Available from: http://hdl.handle.net/10339/96819.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Santarelli AJ. Social Media Use & Belonging. [Thesis]. Wake Forest University; 2020. Available from: http://hdl.handle.net/10339/96819
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Manchester
2.
Mirza, Noreen.
MIDDLE-CLASS BRITISH-PAKISTANI WOMEN IN
MANCHESTER.
Degree: 2017, University of Manchester
URL: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:312118
► My ethnographic research concerned middle class British Pakistani women in Manchester. Although a great number of studies has be done on working–class Pakistanis in Britain,…
(more)
▼ My ethnographic research concerned middle class
British Pakistani women in Manchester. Although a great number of
studies has be done on working–class Pakistanis in Britain, I
have come across very few studies on socially mobile
British-Pakistanis. Literature on working-class Pakistanis in
Britain have dealt with issues of marginalisation, prejudice and
discrimination. The aim of my research is to bring to light the
experiences of prejudice and discrimination from the perspective of
middle-class British-Pakistanis. Not only does my research look
into ways in which middle-class British-Pakistanis exploit their
social class position to deal with prejudice and discrimination, it
also highlights their contributions in creating a positive image of
British-Pakistanis and Muslims. In addition to the experiences of
discrimination, the focus of my study is on ways of
belonging, in
particular the salience of class in shaping identity and
belonging.
I look at the relationships and identities that create a positive
self-image among the middle-class British-Pakistanis in my study.
Belonging among my participants was enacted through the performance
of different identities that earned them power and status among
friends and family. It was through a position of empowerment that
they felt recognition and acceptance among a group they wanted to
affiliate with. I explore how aspirations and interests are
governed by social class position, and how socio-economic mobility
defines the meaning and experience of being a British-Pakistani.
Thus, the experiences and interests of middle-class women in my
study is different from that of the studies done on working-class
British-Pakistanis. My ethnographic research concerned middle class
British Pakistani women in Manchester. Although a great number of
studies has be done on working–class Pakistanis in Britain, I
have come across very few studies on socially mobile
British-Pakistanis. Literature on working-class Pakistanis in
Britain have dealt with issues of marginalisation, prejudice and
discrimination. The aim of my research is to bring to light the
experiences of prejudice and discrimination from the perspective of
middle-class British-Pakistanis. Not only does my research look
into ways in which middle-class British-Pakistanis exploit their
social class position to deal with prejudice and discrimination, it
also highlights their contributions in creating a positive image of
British-Pakistanis and Muslims. In addition to the experiences of
discrimination, the focus of my study is on ways of
belonging, in
particular the salience of class in shaping identity and
belonging.
I look at the relationships and identities that create a positive
self-image among the middle-class British-Pakistanis in my study.
Belonging among my participants was enacted through the performance
of different identities that earned them power and status among
friends and family. It was through a position of empowerment that
they felt recognition and acceptance among a group they wanted to
affiliate with. I explore…
Advisors/Committee Members: WADE, PETER SP, De Souza torresan, Angela, Wade, Peter.
Subjects/Keywords: belonging
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APA (6th Edition):
Mirza, N. (2017). MIDDLE-CLASS BRITISH-PAKISTANI WOMEN IN
MANCHESTER. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:312118
Chicago Manual of Style (16th Edition):
Mirza, Noreen. “MIDDLE-CLASS BRITISH-PAKISTANI WOMEN IN
MANCHESTER.” 2017. Doctoral Dissertation, University of Manchester. Accessed January 23, 2021.
http://www.manchester.ac.uk/escholar/uk-ac-man-scw:312118.
MLA Handbook (7th Edition):
Mirza, Noreen. “MIDDLE-CLASS BRITISH-PAKISTANI WOMEN IN
MANCHESTER.” 2017. Web. 23 Jan 2021.
Vancouver:
Mirza N. MIDDLE-CLASS BRITISH-PAKISTANI WOMEN IN
MANCHESTER. [Internet] [Doctoral dissertation]. University of Manchester; 2017. [cited 2021 Jan 23].
Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:312118.
Council of Science Editors:
Mirza N. MIDDLE-CLASS BRITISH-PAKISTANI WOMEN IN
MANCHESTER. [Doctoral Dissertation]. University of Manchester; 2017. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:312118
University of Melbourne
3.
ALLEN, KELLY-ANN.
In pursuit of belonging: a socio-ecological perspective to investigating school belonging in secondary school settings.
Degree: 2015, University of Melbourne
URL: http://hdl.handle.net/11343/55628
► Belonging is an essential aspect of psychological functioning. Schools offer unique opportunities to improve belonging for school-aged children through a broad network of groups and…
(more)
▼ Belonging is an essential aspect of psychological functioning. Schools offer unique opportunities to improve belonging for school-aged children through a broad network of groups and systems. Although research generally supports the importance of belonging for good mental health, research specifically on school belonging in educational settings has been fragmented and diluted by inconsistency in the use of terminology. The research of this thesis is comprised of three studies exploring belonging in schools through a socio-ecological perspective. In the first study, an extensive review of the literature was conducted. The aim was to respond to the problem statement: ‘What are the main themes that influence perceptions of school belonging in a secondary school setting?’ A systematic review identified seven themes which influence school belonging at the student level during adolescence in educational settings: academic motivation, emotional instability, personal characteristics, parent support, peer support, teacher support, and gender. Meta-analysis was then used to examine the effect sizes of the seven themes. With the exception of gender, all themes reported medium to large effect sizes, indicating that the themes identified are relevant and important factors with respect to fostering school belonging. These remaining six themes could be conceptualised into individual level themes (e.g., academic motivation, emotional instability, and personal characteristics) and microsystem level themes (e.g., parent support, peer support, and teacher support), and thus form the basis of a preliminary socio-ecological framework of school belonging. A second study was performed to investigate the priorities of secondary schools at the mesosystem level of a socio-ecological framework to examine whether school belonging was a theme found in school vision and mission statements in Victoria, Australia. A stratified sample of secondary school vision and mission statements across 308 schools was analysed using emergent coding and frequency analysis. Findings revealed that the theme of academic motivation was cited significantly more frequently than any other theme and that the themes of school belonging and mental health were cited by over half of the schools sampled. Given the importance of academic motivation for the schools sampled, a third study investigated the same school vision and mission statements to assess whether school belonging was related to student achievement. It was hypothesised that vision and mission statements endorsing greater levels of school belonging would be positively related to academic achievement at the macrosystem level. Using language analysis, the results showed a non-significant relationship between school belonging and achievement. The findings from the overall thesis are presented using a socio-ecological framework of school belonging, which outlines five levels of interconnected layers within an ecology that supports school belonging. This framework may be useful in improving perceptions of school…
Subjects/Keywords: belonging; school belonging; school connectedness
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APA (6th Edition):
ALLEN, K. (2015). In pursuit of belonging: a socio-ecological perspective to investigating school belonging in secondary school settings. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/55628
Chicago Manual of Style (16th Edition):
ALLEN, KELLY-ANN. “In pursuit of belonging: a socio-ecological perspective to investigating school belonging in secondary school settings.” 2015. Doctoral Dissertation, University of Melbourne. Accessed January 23, 2021.
http://hdl.handle.net/11343/55628.
MLA Handbook (7th Edition):
ALLEN, KELLY-ANN. “In pursuit of belonging: a socio-ecological perspective to investigating school belonging in secondary school settings.” 2015. Web. 23 Jan 2021.
Vancouver:
ALLEN K. In pursuit of belonging: a socio-ecological perspective to investigating school belonging in secondary school settings. [Internet] [Doctoral dissertation]. University of Melbourne; 2015. [cited 2021 Jan 23].
Available from: http://hdl.handle.net/11343/55628.
Council of Science Editors:
ALLEN K. In pursuit of belonging: a socio-ecological perspective to investigating school belonging in secondary school settings. [Doctoral Dissertation]. University of Melbourne; 2015. Available from: http://hdl.handle.net/11343/55628
University of Otago
4.
Chrisp, Julia Anne Lorimer.
Exploring the role of belonging in intergroup discrimination
.
Degree: 2012, University of Otago
URL: http://hdl.handle.net/10523/2662
► Three studies were conducted to investigate the relationship between belonging and intergroup discrimination. In this instance, discrimination refers to negatively biased behaviour, marginalisation, disenfranchisment, or,…
(more)
▼ Three studies were conducted to investigate the relationship between
belonging and intergroup discrimination. In this instance, discrimination refers to negatively biased behaviour, marginalisation, disenfranchisment, or, more specifically a lack of favouritism where the latter might be applied to one’s ingroup. Studies one and two assessed
belonging as an outcome of intergroup discrimination. Study three assessed
belonging as an outcome of discrimination and as a predictor of discrimination. Study one revealed that New Zealanders who evaluated ingroup members more positively than outgroup members (i.e., Americans) experienced increased levels of
belonging. Study two revealed that New Zealanders who gave more white noise to outgroup members (i.e., Asians) than ingroup members experienced increased levels of
belonging. Study three, like study one and two, found that New Zealanders who gave more white noise to the outgroup (i.e., Americans) experienced elevated levels of
belonging. Study three also explored the role of ostracism and revealed that participants who were ostracised displayed approximately three times more intergroup discrimination than included participants. Together these findings provide evidence to suggest that various forms of intergroup discrimination can facilitate increased levels of
belonging and that threats to
belonging can facilitate increased levels of intergroup discrimination.
Advisors/Committee Members: Hunter, John (advisor).
Subjects/Keywords: belonging;
discrimination
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APA (6th Edition):
Chrisp, J. A. L. (2012). Exploring the role of belonging in intergroup discrimination
. (Masters Thesis). University of Otago. Retrieved from http://hdl.handle.net/10523/2662
Chicago Manual of Style (16th Edition):
Chrisp, Julia Anne Lorimer. “Exploring the role of belonging in intergroup discrimination
.” 2012. Masters Thesis, University of Otago. Accessed January 23, 2021.
http://hdl.handle.net/10523/2662.
MLA Handbook (7th Edition):
Chrisp, Julia Anne Lorimer. “Exploring the role of belonging in intergroup discrimination
.” 2012. Web. 23 Jan 2021.
Vancouver:
Chrisp JAL. Exploring the role of belonging in intergroup discrimination
. [Internet] [Masters thesis]. University of Otago; 2012. [cited 2021 Jan 23].
Available from: http://hdl.handle.net/10523/2662.
Council of Science Editors:
Chrisp JAL. Exploring the role of belonging in intergroup discrimination
. [Masters Thesis]. University of Otago; 2012. Available from: http://hdl.handle.net/10523/2662
Delft University of Technology
5.
Kieft, E. (author).
Reducing distance: Reduce distance to create a sense of belonging and get familiar with one another.
Degree: 2020, Delft University of Technology
URL: http://resolver.tudelft.nl/uuid:57f109a2-41c4-424a-8c78-b9a089385311
► The distance between the elderly and others is very large. This means that you have less to do with each other, know less about each…
(more)
▼ The distance between the elderly and others is very large. This means that you have less to do with each other, know less about each other and this means that the distance is getting bigger all the time. The institutional buildings have a kind of imaginary “boundery” around their building, difficult to get in and to get in touch with the elderly. In the book “most people are good,” Rutger Bregman argues that the threshold that people would do more for each other has to do with distance between people. If you are farther away from someone you are less attempt to do something for the other. (Bregman, 2019). And with this distance comes fear of the ignorant “ignorance frightens the unknown.” Because the group of elderly people is growing the care can not handle it all. The moments of contact is getting smaller and smaller. And because of this problem and the fact that elderly are not getting in touch with others there a is a lot of loneliness. The observation of ethnographic research has led to several points of improvement: 1. The distance should be reduced between elderly but also all the users of space. We need to go ‘‘from forced to being alone to chosen to be alone’’ 2. Creating a sense of belonging If you would create space that stimulate that people are being seen and heard people feel appreciated. By creating a sense of belonging you would get more familiar with one another. 3. Get more familiar with one another By getting more familiar with one another you would do more for one another. If we take care for echater less care is needed. The goal is that by reducing the distance you create a sense of belonging and familiarity with each other. And this means that you would rather help someone, which means that the care would be partially relieved. The goal is to create an environment in Leiden where connection is stimulated. Distances are reduced. Spaces are designed to stimulated the spontaneous encounter. In my opinion we should design housing that is not only suitable for elderly but for several target groups. Making a distinction between elderly housing and others immediately creates distances between elderly and other users of space. So creating environment where several target groups life together where they can take care of one another. This eventually led to my research question: ''To what extent could reducing distances between users of space trigger a form of spatial design that create a sense of belonging and familiarity among people through the lens of elderly? ''
Designing for care in an inclusive environment
Architecture, Urbanism and Building Sciences | Dwelling
Advisors/Committee Members: Jurgenhake, B.M. (mentor), Tomesen, P.L. (mentor), Sedighi, S.M.A. (mentor), Cuperus, I.J.J. (graduation committee), Delft University of Technology (degree granting institution).
Subjects/Keywords: Distance; Belonging; Familiarity
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Manager
APA (6th Edition):
Kieft, E. (. (2020). Reducing distance: Reduce distance to create a sense of belonging and get familiar with one another. (Masters Thesis). Delft University of Technology. Retrieved from http://resolver.tudelft.nl/uuid:57f109a2-41c4-424a-8c78-b9a089385311
Chicago Manual of Style (16th Edition):
Kieft, E (author). “Reducing distance: Reduce distance to create a sense of belonging and get familiar with one another.” 2020. Masters Thesis, Delft University of Technology. Accessed January 23, 2021.
http://resolver.tudelft.nl/uuid:57f109a2-41c4-424a-8c78-b9a089385311.
MLA Handbook (7th Edition):
Kieft, E (author). “Reducing distance: Reduce distance to create a sense of belonging and get familiar with one another.” 2020. Web. 23 Jan 2021.
Vancouver:
Kieft E(. Reducing distance: Reduce distance to create a sense of belonging and get familiar with one another. [Internet] [Masters thesis]. Delft University of Technology; 2020. [cited 2021 Jan 23].
Available from: http://resolver.tudelft.nl/uuid:57f109a2-41c4-424a-8c78-b9a089385311.
Council of Science Editors:
Kieft E(. Reducing distance: Reduce distance to create a sense of belonging and get familiar with one another. [Masters Thesis]. Delft University of Technology; 2020. Available from: http://resolver.tudelft.nl/uuid:57f109a2-41c4-424a-8c78-b9a089385311
Victoria University of Wellington
6.
Prendergast, Simon Te Ari.
"Ko Wai te Ingoa o Tenei Whare?" Architecture and Māori Identity.
Degree: 2012, Victoria University of Wellington
URL: http://hdl.handle.net/10063/2441
► The whare whakairo or traditional Māori meeting house plays an important part in Māori society and identity. These whare tell the tale of their origin,…
(more)
▼ The whare whakairo or traditional Māori meeting house plays an important part in Māori society and identity. These whare tell the tale of their origin, and in so doing, the origins of their people. The analysis of the meeting house, the histories expressed in its decorative carvings and structural elements are inextricably linked with and dependent upon the structure of the world created by myth and the Māori worldview. However, due to the deleterious effects of colonisation, the art of wood carving and associated architectural practices - central to Māori identity, suffered decline in many parts of the country, leading to the decline of Māori culture and identity.
Sir Apirana Ngata instigated the National Institute of Māori Arts and Crafts to resurrect the dying art of Māori carving and carved houses would be a catalyst for the restoration of Māori culture throughout the country. Ngata saw these whare whakairo as being the heart of Māori communities by establishing a renewed sense of
belonging and identification with space for Māori, through the
telling of tribal histories and emphasising key geographical features.
New threats in the form of global hegemony and urbanisation have further impacted on Māori
notions of identity, creating a generation of displaced urban Māori youth. This research proposes to
establish an architectural response to capture displaced Māori youth through the resurrection of the
Māori carving school and return to them the lost stories of their cultural history and identity. This
program will be developed within the complex challenges that exist within post-earthquake
Ōtautahi/Christchurch, where many have lost homes and livelihoods, especially Māori youth in the
Eastern Suburbs. The building elements of the proposed Māori carving school give reference to the
historio-cultural features of the original Ōtautahi/Christchurch landscape that are situated in tribal
song and myth. It is envisioned that the development of a Māori carving school will help restore Māori identity and a renewed sense of
belonging, and allow for the telling of this generations stories through traditional narratives.
Advisors/Committee Members: Brown, Daniel K.
Subjects/Keywords: Identity; Ritual; Belonging
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APA ·
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Manager
APA (6th Edition):
Prendergast, S. T. A. (2012). "Ko Wai te Ingoa o Tenei Whare?" Architecture and Māori Identity. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/2441
Chicago Manual of Style (16th Edition):
Prendergast, Simon Te Ari. “"Ko Wai te Ingoa o Tenei Whare?" Architecture and Māori Identity.” 2012. Masters Thesis, Victoria University of Wellington. Accessed January 23, 2021.
http://hdl.handle.net/10063/2441.
MLA Handbook (7th Edition):
Prendergast, Simon Te Ari. “"Ko Wai te Ingoa o Tenei Whare?" Architecture and Māori Identity.” 2012. Web. 23 Jan 2021.
Vancouver:
Prendergast STA. "Ko Wai te Ingoa o Tenei Whare?" Architecture and Māori Identity. [Internet] [Masters thesis]. Victoria University of Wellington; 2012. [cited 2021 Jan 23].
Available from: http://hdl.handle.net/10063/2441.
Council of Science Editors:
Prendergast STA. "Ko Wai te Ingoa o Tenei Whare?" Architecture and Māori Identity. [Masters Thesis]. Victoria University of Wellington; 2012. Available from: http://hdl.handle.net/10063/2441
University of Minnesota
7.
Hart Ruthenbeck, Robin.
College Students' Use of Facebook During Their Transition to College: Mediated Belonging at a Small, Private, Liberal Arts College.
Degree: D.Ed., Organizational Leadership, Policy, and Development, 2015, University of Minnesota
URL: http://hdl.handle.net/11299/175453
► This study explored the effects of participation in a targeted Facebook group on students' sense of belonging as they transitioned to a small, private liberal…
(more)
▼ This study explored the effects of participation in a targeted Facebook group on students' sense of belonging as they transitioned to a small, private liberal arts college. Data collected through a mixed-method design illuminated the impact of participation in a targeted Facebook group on participants' sense of belonging as they made the transition to college. Evidence from this study indicates that students' participation in a targeted Facebook group may impact students' sense of belonging in various ways. Additional data indicate that the ways students engage with Facebook, their motivation to engage, the frequency of engagement and value attributed to such interactions are fluid. The intersection between perceived value, frequency and type of Facebook suggest taxonomy of Facebook usage. Understanding different types of usage will aid institutions in managing social media presence and determining best ways to introduce and engage new members within their communities.
Subjects/Keywords: Belonging; Facebook; Transition
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APA ·
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APA (6th Edition):
Hart Ruthenbeck, R. (2015). College Students' Use of Facebook During Their Transition to College: Mediated Belonging at a Small, Private, Liberal Arts College. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/175453
Chicago Manual of Style (16th Edition):
Hart Ruthenbeck, Robin. “College Students' Use of Facebook During Their Transition to College: Mediated Belonging at a Small, Private, Liberal Arts College.” 2015. Doctoral Dissertation, University of Minnesota. Accessed January 23, 2021.
http://hdl.handle.net/11299/175453.
MLA Handbook (7th Edition):
Hart Ruthenbeck, Robin. “College Students' Use of Facebook During Their Transition to College: Mediated Belonging at a Small, Private, Liberal Arts College.” 2015. Web. 23 Jan 2021.
Vancouver:
Hart Ruthenbeck R. College Students' Use of Facebook During Their Transition to College: Mediated Belonging at a Small, Private, Liberal Arts College. [Internet] [Doctoral dissertation]. University of Minnesota; 2015. [cited 2021 Jan 23].
Available from: http://hdl.handle.net/11299/175453.
Council of Science Editors:
Hart Ruthenbeck R. College Students' Use of Facebook During Their Transition to College: Mediated Belonging at a Small, Private, Liberal Arts College. [Doctoral Dissertation]. University of Minnesota; 2015. Available from: http://hdl.handle.net/11299/175453
8.
Carson, Alexis.
Sense of belonging among middle school students.
Degree: 2014, James Madison University
URL: https://commons.lib.jmu.edu/edspec201019/42
► The purpose of this study was to explore the perceptions of school belonging among middle school students and contributing factors that may affect their perceptions…
(more)
▼ The purpose of this study was to explore the perceptions of school
belonging among middle school students and contributing factors that may affect their perceptions of
belonging. Specific contributing factors that were identified for this project include gender, grade level, GPA, education classification, and socioeconomic status. The participating students were 13 middle school students within a rural community. A 21 item school membership questionnaire adapted from the Psychological Sense of School Membership Scale (Goodenow, 1993) was used to assess the participant’s perceptions of
belonging, rejection and acceptance within their school, as well as their participation in school related extracurricular activities and their likelihood to graduate from high school and desire to further their education. Participants within this study reported having an overall
belonging score of 3.22 (SD = .15) on a scale ranging from “1 = not at all true” to “5 = completely true”. These findings indicated that the participants had a neutral or moderate level of overall sense of school
belonging. Survey responses also suggest that participants had moderate rejection and acceptance scores. Responses to the two additional questions relating to the likelihood of completing high school and continuing on to further their education revealed consistent high level results. Responses to the third additional question suggested that many of the participants participate in at least one extracurricular activity at their school. Due to so few participants, inferential statistical analyses including significance levels of the factors that were identified to be explored within this study could not be performed or reported. The current study’s findings can provide the participating middle school with a platform of information regarding school belong within their school. The tool developed from the Psychological Sense of School Membership Scale can be used on a much larger sample size within the school to obtain a more accurate representation of the students’ sense of school
belonging.
Advisors/Committee Members: Ashton Trice, Tammy Gilligan, Patti Warner.
Subjects/Keywords: school; belonging; Psychology
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APA (6th Edition):
Carson, A. (2014). Sense of belonging among middle school students. (Masters Thesis). James Madison University. Retrieved from https://commons.lib.jmu.edu/edspec201019/42
Chicago Manual of Style (16th Edition):
Carson, Alexis. “Sense of belonging among middle school students.” 2014. Masters Thesis, James Madison University. Accessed January 23, 2021.
https://commons.lib.jmu.edu/edspec201019/42.
MLA Handbook (7th Edition):
Carson, Alexis. “Sense of belonging among middle school students.” 2014. Web. 23 Jan 2021.
Vancouver:
Carson A. Sense of belonging among middle school students. [Internet] [Masters thesis]. James Madison University; 2014. [cited 2021 Jan 23].
Available from: https://commons.lib.jmu.edu/edspec201019/42.
Council of Science Editors:
Carson A. Sense of belonging among middle school students. [Masters Thesis]. James Madison University; 2014. Available from: https://commons.lib.jmu.edu/edspec201019/42
9.
Blomme, Willy.
The Senses of Climate Change: The Politics of Belonging in the Age of the Climate Crisis.
Degree: 2014, Johns Hopkins University
URL: http://jhir.library.jhu.edu/handle/1774.2/37179
► This dissertation examines the challenges to belonging, attachment and identity created by the current climate crisis. It looks at how the alterations in the climate’s…
(more)
▼ This dissertation examines the challenges to
belonging, attachment and identity created by the current climate crisis. It looks at how the alterations in the climate’s patterns and peoples’ expectations of them (e.g. seasonal temperatures, weather, and storm intensity and frequency) are creating practical, cultural and affective disruptions. It focuses on how the material and affective dimensions of climate change are destabilizing our sense of place, attachment to place, and ultimately a mode of
belonging that I call “place-
belonging.” The first chapter establishes the deep connection with place by contrasting the symbolic understanding of land in nationalist discourse and literature with an affective, sensorial attachment illustrated by our visceral response to landscape and abstract art. The second chapter argues that we must supplement the notion of territory with that of place-
belonging. Unlike national or civic
belonging, both of which rely on formal, abstract
territorial frames, place-
belonging puts the emphasis on more personal engagements with surroundings: familiarity, bodily imbrication and solace. Climate and the rhythms it establishes in our lives are the themes of the third chapter. Looking at both the violence of altered storm activity and the more subtle shifts in seasons and weather, I argue that climate change is causing a kind of homesickness, unease and anxiety. The final chapter gives special attention to the impact of climate change in the Arctic and small island states, two regions experiencing the phenomenon at a faster pace than the rest of the planet. Residents in these places are acutely aware of the threat that climate change poses to their homes and sense of
belonging and self-consciously articulate their plight as the “canary in the coal mine” cautionary tale to the rest of the world. The dissertation concludes that the impact climate change is having on a sense of
belonging is an important, but underappreciated,
facet of the climate crisis. Taking this facet seriously will not only alert us to the broad stakes of the crisis, but also to the reality that it is not a disaster to come, but rather one that we are living and experiencing already.
Advisors/Committee Members: Brown, Rebecca M (advisor).
Subjects/Keywords: climate change;
belonging;
place
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APA (6th Edition):
Blomme, W. (2014). The Senses of Climate Change: The Politics of Belonging in the Age of the Climate Crisis. (Thesis). Johns Hopkins University. Retrieved from http://jhir.library.jhu.edu/handle/1774.2/37179
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Blomme, Willy. “The Senses of Climate Change: The Politics of Belonging in the Age of the Climate Crisis.” 2014. Thesis, Johns Hopkins University. Accessed January 23, 2021.
http://jhir.library.jhu.edu/handle/1774.2/37179.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Blomme, Willy. “The Senses of Climate Change: The Politics of Belonging in the Age of the Climate Crisis.” 2014. Web. 23 Jan 2021.
Vancouver:
Blomme W. The Senses of Climate Change: The Politics of Belonging in the Age of the Climate Crisis. [Internet] [Thesis]. Johns Hopkins University; 2014. [cited 2021 Jan 23].
Available from: http://jhir.library.jhu.edu/handle/1774.2/37179.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Blomme W. The Senses of Climate Change: The Politics of Belonging in the Age of the Climate Crisis. [Thesis]. Johns Hopkins University; 2014. Available from: http://jhir.library.jhu.edu/handle/1774.2/37179
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Manchester
10.
Leonard, Patrick.
Land and Belonging in an Indo-Fijian Rural
Settlement.
Degree: 2019, University of Manchester
URL: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:320698
► This is an ethnographic study about land and belonging in an Indo-Fijian rural cane farming settlement in Fiji, where Indo-Fijians have lived and worked for…
(more)
▼ This is an ethnographic study about land and
belonging in an Indo-Fijian rural cane farming settlement in Fiji,
where Indo-Fijians have lived and worked for generations, while
recognising that the land belongs to indigenous Fijians.
Indo-Fijians are mainly the descendants of Indian indentured
labourers who were transported to Fiji from the Indian subcontinent
between 1879 and 1916. The term "Indo-Fijian" carries the condition
of landlessness in its history of use, from colonial times to the
present, while "indigenous Fijian" is imbued with ideas of
traditional ownership of land and a cultural identity deeply rooted
in land that has been inscribed in colonial and post-colonial law
and governance structures. In recent decades indigenous landowners
have contested the rights of Indo-Fijian tenants to have continued
access to land in farming settlements, and Indo-Fijian rights to
participate as citizens in the nation have also been denied by a
series of indigenous-led coups. I examine how Indo-Fijians
endeavour to belong to land in a rural cane farming settlement in
these circumstances and make the land theirs too. I examine how
they conceive of their
belonging by what they do with land and how
they inscribe it - as family farms and houses, an origin in
indenture, and a place for memorialising ancestors - and by how
they endeavour to create good relations with indigenous landowners
and indigenous gods, through giving gifts and making spiritual
offerings. I consider how they belong to land that they can never
possess, through their attempts to live together with indigenous
Fijians as their landlords, and as the traditional owners of the
settlement's land. In doing so, I address how land can play a role
in developing understanding of the possibilities of Indo-Fijian
belonging in contemporary Fiji, and consider what an analysis of
Indo-Fijian
belonging can contribute to broader understanding of
both the perils and ambiguities of "
belonging", as an historical
and ethnographic phenomenon emerging in diverse societies where
people are increasingly concerned with "who belongs?" and "how one
can prove
belonging?" (Geschiere, 2009). My analysis shows that how
Indo-Fijians have come to belong to land and make land theirs in a
rural settlement is how they come to belong to Fiji as
Fijians.
Advisors/Committee Members: ERASAARI, MATTI MA, Sykes, Karen, Erasaari, Matti.
Subjects/Keywords: Fiji; Land; Indo-Fijians; Belonging
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APA (6th Edition):
Leonard, P. (2019). Land and Belonging in an Indo-Fijian Rural
Settlement. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:320698
Chicago Manual of Style (16th Edition):
Leonard, Patrick. “Land and Belonging in an Indo-Fijian Rural
Settlement.” 2019. Doctoral Dissertation, University of Manchester. Accessed January 23, 2021.
http://www.manchester.ac.uk/escholar/uk-ac-man-scw:320698.
MLA Handbook (7th Edition):
Leonard, Patrick. “Land and Belonging in an Indo-Fijian Rural
Settlement.” 2019. Web. 23 Jan 2021.
Vancouver:
Leonard P. Land and Belonging in an Indo-Fijian Rural
Settlement. [Internet] [Doctoral dissertation]. University of Manchester; 2019. [cited 2021 Jan 23].
Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:320698.
Council of Science Editors:
Leonard P. Land and Belonging in an Indo-Fijian Rural
Settlement. [Doctoral Dissertation]. University of Manchester; 2019. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:320698
University of Manchester
11.
Cartmell, Hannah.
An Exploration of how Secondary Schools Promote a Sense
of Belonging with Pupils who are International New Arrivals
(INA).
Degree: 2013, University of Manchester
URL: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:204891
► A ‘sense of belonging’ has been found to have positive effects for all children in school. However, it may be difficult to promote with INA…
(more)
▼ A ‘sense of belonging’ has been found to have
positive effects for all children in school. However, it may be
difficult to promote with INA pupils who face cultural, language
and systemic barriers. To date, there has been little attempt at
investigating the factors in school that can promote a sense of
belonging for these pupils. This research attempts to fill some of
the gaps in the research that have been identified. Unlike the
other research that does exist in this field, the current study
focuses on the experience of secondary school aged pupils
specifically in UK schools.Two secondary schools were identified to
take part in the research through purposive sampling. One a mixed
school and the other an all-boys school, both schools have
experience of supporting INA pupils. Young people in Year 8-10 were
selected as the focus of this research to avoid exam and transition
periods. In total 5 INA pupils, 11 peers and 13 staff members
contributed to the research. A case study design was used that
involved 5 semi-structured interviews, 2 peer focus groups and 2
staff focus groups. The data were partially transcribed and
thematic analysis was used to highlight key themes.The findings
revealed that ‘belonging’ is a complex, dynamic construct which may
also have different cultural connotations. There are many shared
themes in relation to conceptualizing belonging and the strategies
that are used by the two schools. These findings have wide
implications for schools’ practice in relation to supporting INA
pupils to foster a sense of belonging and acculturate to their new
home.
Encrypted data sticks
Advisors/Committee Members: BOND, CAROLINE CA, Woods, Kevin, Bond, Caroline.
Subjects/Keywords: Belonging; School; Immigrants; Acculturation; Immigration
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MLA ·
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CSE |
Export
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Manager
APA (6th Edition):
Cartmell, H. (2013). An Exploration of how Secondary Schools Promote a Sense
of Belonging with Pupils who are International New Arrivals
(INA). (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:204891
Chicago Manual of Style (16th Edition):
Cartmell, Hannah. “An Exploration of how Secondary Schools Promote a Sense
of Belonging with Pupils who are International New Arrivals
(INA).” 2013. Doctoral Dissertation, University of Manchester. Accessed January 23, 2021.
http://www.manchester.ac.uk/escholar/uk-ac-man-scw:204891.
MLA Handbook (7th Edition):
Cartmell, Hannah. “An Exploration of how Secondary Schools Promote a Sense
of Belonging with Pupils who are International New Arrivals
(INA).” 2013. Web. 23 Jan 2021.
Vancouver:
Cartmell H. An Exploration of how Secondary Schools Promote a Sense
of Belonging with Pupils who are International New Arrivals
(INA). [Internet] [Doctoral dissertation]. University of Manchester; 2013. [cited 2021 Jan 23].
Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:204891.
Council of Science Editors:
Cartmell H. An Exploration of how Secondary Schools Promote a Sense
of Belonging with Pupils who are International New Arrivals
(INA). [Doctoral Dissertation]. University of Manchester; 2013. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:204891
Leiden University
12.
Shalgheen, Jana alhob.
The Crisis of Belonging and the Syrian Diaspora: Individual voices and Collective Liminality.
Degree: 2020, Leiden University
URL: http://hdl.handle.net/1887/99170
► During the last decade, Europe has faced what is considered to be the largest migration wave since the Second World War. It affected and continues…
(more)
▼ During the last decade, Europe has faced what is considered to be the largest migration wave since the Second World War. It affected and continues to influence national and international socio-political decisions and policies for European and Western countries. The migration wave peaked in 2015, with more than a million refugees, including Syrian refugees, seeking asylum. The main reason for Syrian migration was the Syrian revolution, sparked by the demonstrations that started in 2011. Pro-democratic protests called for freedom, aiming to end the oppressive regime under the Assad family that has exhausted the country for around five decades. The unforeseen result of these protests was a brutal war. The Syrian conflict and the Syrian diaspora have been framed in European news and media coverage as the “refugee crisis.” It has been framed as a crisis not only due to the severity of the situation but also based on a tradition of “Othering,” as the refugees generally come from a Muslim majority.
While there is a common agreement on the passivity, generalization, and dehumanization at work in media coverage of the refugees, art, and literature often try to provide alternative narratives. Using critical analysis as a research method, this research investigates the representation politics of refugees in two case studies: a book by Wendy Pearlman, and an exhibition by Carlos Motta, focusing on the concept of
belonging and its politics. Furthermore, I employ post-coloniality discourse that enables a critical reading of political and cultural power relations, including history, race, and queerness. The analysis of the cultural objects will show that these art-works have provided a personal space for refugees to tell their stories, which symbolizes a positive step away from the mainstream media representation. However, these representations do not automatically also generate a critical examination of the
belonging crisis of refugees, especially while the art-works do not establish a dialogue with the “Other.”
Advisors/Committee Members: Dr. Minnaard, Liesbeth (advisor).
Subjects/Keywords: Refugees; Belonging; Liminality; crisis
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MLA ·
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CSE |
Export
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APA (6th Edition):
Shalgheen, J. a. (2020). The Crisis of Belonging and the Syrian Diaspora: Individual voices and Collective Liminality. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/99170
Chicago Manual of Style (16th Edition):
Shalgheen, Jana alhob. “The Crisis of Belonging and the Syrian Diaspora: Individual voices and Collective Liminality.” 2020. Masters Thesis, Leiden University. Accessed January 23, 2021.
http://hdl.handle.net/1887/99170.
MLA Handbook (7th Edition):
Shalgheen, Jana alhob. “The Crisis of Belonging and the Syrian Diaspora: Individual voices and Collective Liminality.” 2020. Web. 23 Jan 2021.
Vancouver:
Shalgheen Ja. The Crisis of Belonging and the Syrian Diaspora: Individual voices and Collective Liminality. [Internet] [Masters thesis]. Leiden University; 2020. [cited 2021 Jan 23].
Available from: http://hdl.handle.net/1887/99170.
Council of Science Editors:
Shalgheen Ja. The Crisis of Belonging and the Syrian Diaspora: Individual voices and Collective Liminality. [Masters Thesis]. Leiden University; 2020. Available from: http://hdl.handle.net/1887/99170
University of Waikato
13.
Archard, Sara.
Pedagogical tools in an online teacher education programme: A sense of belonging and social presence
.
Degree: 2012, University of Waikato
URL: http://hdl.handle.net/10289/6610
► This thesis presents the findings from a study that explores in what ways the pedagogical tools in an online teacher education programme can facilitate a…
(more)
▼ This thesis presents the findings from a study that explores in what ways the pedagogical tools in an online teacher education programme can facilitate a sense of
belonging and social presence. In particular it explores the individual contribution of pedagogical online tools in relation to this.
The research data was gathered using a mixed methodology. Qualitative data was gathered from questionnaires sent to six participants of the online teacher education programme that were then analysed to identify common themes, patterns and difference in participants perspectives. Quantitative data was collected by analysing the contributions of each of the six participants in specific computer mediated communication forums using Garrison and Anderson’s (2004) social presence and indicators framework across two papers of this online programme.
There are two key findings evident in the data of this study. The first is that pedagogical online tools can facilitate a sense of
belonging and afford social presence in an online community of learners. However, each tool has different affordances. The effectiveness of their use depends on the way they are supported and used by the lecturer. Secondly, each participant had a different perspective on the affordances of each individual tool in their usefulness for fostering a sense of
belonging and social presence. This was of particular interest as it indicates that one tool can afford a diversity of factors that may have a particular resonance with individual participants. The findings highlight the importance of lecturers needing to take into account the different affordances of online tools and the different ways that students might use them.
Therefore, this study is in a position to inform the development of this and other online teacher education programmes
Advisors/Committee Members: Carr, Margaret (advisor).
Subjects/Keywords: Social presence;
Sense of belonging
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APA ·
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Manager
APA (6th Edition):
Archard, S. (2012). Pedagogical tools in an online teacher education programme: A sense of belonging and social presence
. (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/6610
Chicago Manual of Style (16th Edition):
Archard, Sara. “Pedagogical tools in an online teacher education programme: A sense of belonging and social presence
.” 2012. Masters Thesis, University of Waikato. Accessed January 23, 2021.
http://hdl.handle.net/10289/6610.
MLA Handbook (7th Edition):
Archard, Sara. “Pedagogical tools in an online teacher education programme: A sense of belonging and social presence
.” 2012. Web. 23 Jan 2021.
Vancouver:
Archard S. Pedagogical tools in an online teacher education programme: A sense of belonging and social presence
. [Internet] [Masters thesis]. University of Waikato; 2012. [cited 2021 Jan 23].
Available from: http://hdl.handle.net/10289/6610.
Council of Science Editors:
Archard S. Pedagogical tools in an online teacher education programme: A sense of belonging and social presence
. [Masters Thesis]. University of Waikato; 2012. Available from: http://hdl.handle.net/10289/6610
University of Vermont
14.
Antonioli Jr., Joseph A.
Voice Matters: Building Resonance In Education Using Stories About Identity And Belonging.
Degree: MEd, Interdisciplinary, 2019, University of Vermont
URL: https://scholarworks.uvm.edu/graddis/1047
► How do we maintain our own authentic voice while still being a productive member of a group? How do we not lose our voice…
(more)
▼ How do we maintain our own authentic voice while still being a productive member of a group? How do we not lose our voice and our meaning to the collective? This thesis is a series of stories that examines one student's experience with the intersection of music, education, technology, and personal life. It is a document of resonance, identifying interdisciplinary events and ideas that amplify each other, helping the student to extract and apply meaning in times of hope and challenge, peace and chaos, and serenity and sorrow, using the Scholarly Personal Narrative (SPN) approach.
The chapters shape the explorations. The first chapter of this thesis expresses the importance of Listening to our own voice. Chapter 2 explores Dissonance, the tension that challenges us to examine what we believe to be true in our own voice. The third chapter examines Empowerment, looking to the head, heart and gut, carried on our breath, to find success by using our own authentic voice. Chapter 4 looks at Liberation, and the steps we take to reclaim our voice when it is being suppressed. Chapter 5 shares the healing power of music, examining its relationship to Memory. The last chapter attempts to pull all of these ideas together by exploring the relationship between personal Identity and
Belonging.
Advisors/Committee Members: Robert J. Nash, David Neiweem.
Subjects/Keywords: belonging; identity; resonance; voice; Education
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APA (6th Edition):
Antonioli Jr., J. A. (2019). Voice Matters: Building Resonance In Education Using Stories About Identity And Belonging. (Thesis). University of Vermont. Retrieved from https://scholarworks.uvm.edu/graddis/1047
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Antonioli Jr., Joseph A. “Voice Matters: Building Resonance In Education Using Stories About Identity And Belonging.” 2019. Thesis, University of Vermont. Accessed January 23, 2021.
https://scholarworks.uvm.edu/graddis/1047.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Antonioli Jr., Joseph A. “Voice Matters: Building Resonance In Education Using Stories About Identity And Belonging.” 2019. Web. 23 Jan 2021.
Vancouver:
Antonioli Jr. JA. Voice Matters: Building Resonance In Education Using Stories About Identity And Belonging. [Internet] [Thesis]. University of Vermont; 2019. [cited 2021 Jan 23].
Available from: https://scholarworks.uvm.edu/graddis/1047.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Antonioli Jr. JA. Voice Matters: Building Resonance In Education Using Stories About Identity And Belonging. [Thesis]. University of Vermont; 2019. Available from: https://scholarworks.uvm.edu/graddis/1047
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
15.
Sjögren, Sandra.
Social tillhörighet och gemenskap– en förutsättning för inkludering? : En fallstudie i en grundskoleklass där en elev som är inskriven i särskolan ingår.
Degree: Education, 2015, Umeå University
URL: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-105704
► This is a case study about how a class in the first years of elementary school works with the part of inclusion work -…
(more)
▼ This is a case study about how a class in the first years of elementary school works with the part of inclusion work - that has to do with social belonging and kinship. The study aims to learn about how the selected school works to support social contacts and kinship, and also to identify the obstacles that can stand in the way for interaction between the pupils.The starting point for the study is a class where one of the pupils has disabilities. The class was observed during two days, interviews took place with teachers and parents and document studies were conducted.The result shows that the selected school tends to conduct an integration work that has more to do with physical placement than social kinship and participation. In conclusion, the study shows that there was small possibilities of situations of interplay that contribute to interaction and communication between the pupil with disabilities and other pupils. I hope that my study can contribute to improving other learning environments to become more inclusive.
Subjects/Keywords: Inclusion; Inclusive education; Social belonging
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APA (6th Edition):
Sjögren, S. (2015). Social tillhörighet och gemenskap– en förutsättning för inkludering? : En fallstudie i en grundskoleklass där en elev som är inskriven i särskolan ingår. (Thesis). Umeå University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-105704
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Sjögren, Sandra. “Social tillhörighet och gemenskap– en förutsättning för inkludering? : En fallstudie i en grundskoleklass där en elev som är inskriven i särskolan ingår.” 2015. Thesis, Umeå University. Accessed January 23, 2021.
http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-105704.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Sjögren, Sandra. “Social tillhörighet och gemenskap– en förutsättning för inkludering? : En fallstudie i en grundskoleklass där en elev som är inskriven i särskolan ingår.” 2015. Web. 23 Jan 2021.
Vancouver:
Sjögren S. Social tillhörighet och gemenskap– en förutsättning för inkludering? : En fallstudie i en grundskoleklass där en elev som är inskriven i särskolan ingår. [Internet] [Thesis]. Umeå University; 2015. [cited 2021 Jan 23].
Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-105704.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Sjögren S. Social tillhörighet och gemenskap– en förutsättning för inkludering? : En fallstudie i en grundskoleklass där en elev som är inskriven i särskolan ingår. [Thesis]. Umeå University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-105704
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Victoria
16.
Lyster, Kim Pamela Boutwell.
The Space Between Us: An Inquiry Into Belonging.
Degree: Program: Studies in Policy and Practice, 2015, University of Victoria
URL: http://hdl.handle.net/1828/5976
► This thesis explores the topic of belonging: both the sense and experience of it as well as the relationship to individual and collective well-being. Through…
(more)
▼ This thesis explores the topic of
belonging: both the sense and experience of it
as well as the relationship to individual and collective well-being. Through in-depth
interviews with five leaders and advocates in the social justice community,
I explore their perspectives on the topic, significant influences, the power of the
experience, and the relationship between inclusion and
belonging. Further, the
capacity for
belonging to influence and impact social issues such as
marginalization, discrimination, and poverty are explored. Methods for fostering
belonging are also considered with a view to suggesting recommendations for
promoting a lens of
belonging as a means for renewing a commitment to the beloved community.
Advisors/Committee Members: Boyd, Susan C. (supervisor).
Subjects/Keywords: belonging; community well-being; disability
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APA ·
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Manager
APA (6th Edition):
Lyster, K. P. B. (2015). The Space Between Us: An Inquiry Into Belonging. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/5976
Chicago Manual of Style (16th Edition):
Lyster, Kim Pamela Boutwell. “The Space Between Us: An Inquiry Into Belonging.” 2015. Masters Thesis, University of Victoria. Accessed January 23, 2021.
http://hdl.handle.net/1828/5976.
MLA Handbook (7th Edition):
Lyster, Kim Pamela Boutwell. “The Space Between Us: An Inquiry Into Belonging.” 2015. Web. 23 Jan 2021.
Vancouver:
Lyster KPB. The Space Between Us: An Inquiry Into Belonging. [Internet] [Masters thesis]. University of Victoria; 2015. [cited 2021 Jan 23].
Available from: http://hdl.handle.net/1828/5976.
Council of Science Editors:
Lyster KPB. The Space Between Us: An Inquiry Into Belonging. [Masters Thesis]. University of Victoria; 2015. Available from: http://hdl.handle.net/1828/5976
University of the Western Cape
17.
Cloete, Jacob.
The politics of belonging and a contest for survival: Rethinking the conflict in North and South Kivu in the Democratic Republic of the Congo
.
Degree: 2019, University of the Western Cape
URL: http://hdl.handle.net/11394/6808
► I set out to rethink the ongoing conflict in North Kivu and South Kivu in the Democratic Republic of the Congo (DRC). I highlight two…
(more)
▼ I set out to rethink the ongoing conflict in North Kivu and South Kivu in the Democratic Republic of the Congo (DRC). I highlight two problems with regards to the current conceptualisation of the conflict in North Kivu and South Kivu. The first is a theoretical problem and here I demonstrate that the Banyarwanda and Banyamulenge’s quest for
belonging has so far been restricted to citizenship. Congolese Banyarwanda and the Banyamulenge find themselves in a peculiar situation, at various times in the postcolonial Congolese state they had recognition from above but lacked recognition from below. It is in this context that a politics of
belonging developed. The second problem is with regards to the history of the conflict. I argue that most scholarly works take the 1993 conflict in North Kivu as the starting point of the conflict, but the conflict can be traced back to an earlier date. It was with this in mind that I pose the following question: Can the conflict in North and South Kivu in the DRC be considered as a politics of
belonging between indigenous Congolese and Kinyarwanda speaking Congolese, and a contest for survival between Hutu and Tutsi elites?
Advisors/Committee Members: Pillay, Suren (advisor).
Subjects/Keywords: Citizenship;
Belonging;
Kivu;
Rwanda;
Ethnicity
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APA (6th Edition):
Cloete, J. (2019). The politics of belonging and a contest for survival: Rethinking the conflict in North and South Kivu in the Democratic Republic of the Congo
. (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/6808
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Cloete, Jacob. “The politics of belonging and a contest for survival: Rethinking the conflict in North and South Kivu in the Democratic Republic of the Congo
.” 2019. Thesis, University of the Western Cape. Accessed January 23, 2021.
http://hdl.handle.net/11394/6808.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Cloete, Jacob. “The politics of belonging and a contest for survival: Rethinking the conflict in North and South Kivu in the Democratic Republic of the Congo
.” 2019. Web. 23 Jan 2021.
Vancouver:
Cloete J. The politics of belonging and a contest for survival: Rethinking the conflict in North and South Kivu in the Democratic Republic of the Congo
. [Internet] [Thesis]. University of the Western Cape; 2019. [cited 2021 Jan 23].
Available from: http://hdl.handle.net/11394/6808.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Cloete J. The politics of belonging and a contest for survival: Rethinking the conflict in North and South Kivu in the Democratic Republic of the Congo
. [Thesis]. University of the Western Cape; 2019. Available from: http://hdl.handle.net/11394/6808
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Victoria University of Wellington
18.
O'Byrne, Ryan.
"So We Thought not to Lose Our Background Completely": Agency and Belonging among South Sudanese Acholi in New Zealand.
Degree: 2012, Victoria University of Wellington
URL: http://hdl.handle.net/10063/2478
► The members of the South Sudanese Acholi population in New Zealand are part of the burgeoning number of refugees worldwide. As such, they are at…
(more)
▼ The members of the South Sudanese Acholi population in New Zealand are part of the burgeoning number of refugees worldwide. As such, they are at risk of having their personal experiences submerged in the stereotypical view of ‘the refugee experience’. The South Sudanese Acholi community are a small but distinct ethnic sub-community within the wider South Sudanese refugee-background population in New Zealand. One of my primary aims in this thesis is to represent the specifically-situated experiences of individuals from this group within the broader contexts of refugee resettlement. A fundamental aspect of these experiences is the ambiguous and often contradictory senses of
belonging which community members describe. Using analysis of the narratives through which these individuals make sense of their resettlement experiences, I determine agency to be an important consideration in experiences of
belonging and, therefore, I argue that the role of agency to
belonging should be more widely recognised.
In this thesis I demonstrate how various attempts by South Sudanese Acholi at cultural (re)production in New Zealand are intimately linked to the many difficulties these individuals experience in resettlement, and particularly to how these difficulties impact the development and maintenance of a sense of
belonging. Analyses of individual and common factors demonstrate the importance of
belonging to experiences of resettlement. This is apparent throughout all aspects of South Sudanese Acholi’s everyday lives. This thesis is organised around the interlinking nature of three aspects of everyday life: marriage, cultural performance, and discursive practices. A central unifying factor is that each of these aspects of every day experience can be understood as attempts in developing more stable senses of
belonging.
Data was collected through a combination of participant observation and unstructured interviews. Participant observation was primarily undertaken among the Sudanese Acholi Cultural Association (SACA), a community-organised Acholi cultural performance group. Although not exclusively the focus of this research, the members of this group comprise the basis of my research participants and their resettlement experiences form the basis for my results. A focus on participants’ stories about their lives in resettlement allows analysis of the importance of their everyday practices and perceptions to the ways in which they experience and understand their lives in New Zealand and demonstrates that the on-going interaction between their experiences as refugees and their resettlement experiences are mutually reinforcing. I suggest that if refugees’ own voices and opinions are to be accurately represented, a holistic perspective of the full range of their experiences is required.
The ambivalent, multiple, and multifaceted nature of
belonging described by South Sudanese Acholi individuals’ is a defining feature of their resettlement experiences. I suggest that South Sudanese Acholi attempts at performing and reproducing their customary…
Advisors/Committee Members: O’Rourke, Diane, Levine, Hal.
Subjects/Keywords: South Sudan; Refugees; Belonging
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
O'Byrne, R. (2012). "So We Thought not to Lose Our Background Completely": Agency and Belonging among South Sudanese Acholi in New Zealand. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/2478
Chicago Manual of Style (16th Edition):
O'Byrne, Ryan. “"So We Thought not to Lose Our Background Completely": Agency and Belonging among South Sudanese Acholi in New Zealand.” 2012. Masters Thesis, Victoria University of Wellington. Accessed January 23, 2021.
http://hdl.handle.net/10063/2478.
MLA Handbook (7th Edition):
O'Byrne, Ryan. “"So We Thought not to Lose Our Background Completely": Agency and Belonging among South Sudanese Acholi in New Zealand.” 2012. Web. 23 Jan 2021.
Vancouver:
O'Byrne R. "So We Thought not to Lose Our Background Completely": Agency and Belonging among South Sudanese Acholi in New Zealand. [Internet] [Masters thesis]. Victoria University of Wellington; 2012. [cited 2021 Jan 23].
Available from: http://hdl.handle.net/10063/2478.
Council of Science Editors:
O'Byrne R. "So We Thought not to Lose Our Background Completely": Agency and Belonging among South Sudanese Acholi in New Zealand. [Masters Thesis]. Victoria University of Wellington; 2012. Available from: http://hdl.handle.net/10063/2478
University of Minnesota
19.
Grewell, Rachel.
Legitimacy and Belonging: Community Engagement in Higher Education.
Degree: PhD, Sociology, 2019, University of Minnesota
URL: http://hdl.handle.net/11299/203578
► This dissertation is concerned with a move toward community engagement within academia generally, and more specifically the concepts of legitimacy and belonging in engagement practices.…
(more)
▼ This dissertation is concerned with a move toward community engagement within academia generally, and more specifically the concepts of legitimacy and belonging in engagement practices. My work contributes to a relatively recent shift toward community engagement classifications and designations for institutions of higher education (Saltmarsh and Driscoll 2015). These designations are important for understanding the growing significance of engagement within academia, as an opportunity for expanding interpretations of how knowledge is understood and produced. I find in this dissertation that the growing field of community engagement is an opportunity to challenge ideas of dominance and power in knowledge systems, as well as offer a space for growing collaborations and building relationships beyond traditional academic research practices. My work contributes to the idea that participatory and collaborative work is a place where practitioners of these methods grapple with questions of legitimacy and a sense of belonging, both in the work and with one another.
Subjects/Keywords: Belonging; Community; Engagement; Legitimacy
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Grewell, R. (2019). Legitimacy and Belonging: Community Engagement in Higher Education. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/203578
Chicago Manual of Style (16th Edition):
Grewell, Rachel. “Legitimacy and Belonging: Community Engagement in Higher Education.” 2019. Doctoral Dissertation, University of Minnesota. Accessed January 23, 2021.
http://hdl.handle.net/11299/203578.
MLA Handbook (7th Edition):
Grewell, Rachel. “Legitimacy and Belonging: Community Engagement in Higher Education.” 2019. Web. 23 Jan 2021.
Vancouver:
Grewell R. Legitimacy and Belonging: Community Engagement in Higher Education. [Internet] [Doctoral dissertation]. University of Minnesota; 2019. [cited 2021 Jan 23].
Available from: http://hdl.handle.net/11299/203578.
Council of Science Editors:
Grewell R. Legitimacy and Belonging: Community Engagement in Higher Education. [Doctoral Dissertation]. University of Minnesota; 2019. Available from: http://hdl.handle.net/11299/203578
20.
Macdonald, Sarah.
Negotiating identities and interrogating inequalities of class and ethnicity in addressing an equality agenda : a rights based thesis of belonging.
Degree: PhD, 2012, Swansea University
URL: https://cronfa.swan.ac.uk/Record/cronfa42809
;
https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678312
► One of the most significant challenges the globalized world encounters is how to build a society that is more at peace with diversity and cosmopolitanism.…
(more)
▼ One of the most significant challenges the globalized world encounters is how to build a society that is more at peace with diversity and cosmopolitanism. Further, in a world where highly unequal power relations and a vast plethora of inequalities persist, interrogating and resisting inequalities is key. From this context, this study focuses on interrogating inequalities in addressing an equality agenda highlighting a thesis of belonging; the human need for belonging and security in that belonging and the human right to have these needs satisfied (UDHR, 1948). A thesis of belonging relates to an innate human need for belonging (Maslow, 1943) and it is argued in this thesis that this innate human need for belonging is very important and very much connected to many fundamental human rights which should be driven much more through equality focused social movements and the laws. Clearly, where human rights are not being upheld then action must be taken to uphold them. The research findings of this thesis show the relevance of a thesis of belonging and the relevance of two core theories which have a connection, a marxist theory of racism and a social identity theory of racism. A marxist understanding of racism clearly delineates the inequalities capitalism produces and in this thesis while it is not argued that a marxist understanding of racism alone completely explains all varieties of racism, through a significant number of participants' discourses this thesis shows how capitalism often appears to be a driving force behind discrimination made on the basis of ethnicity. In addition, a significant number of participants' discourses in this thesis also point towards a social identity theory of racism which indicates the significance of what a social group affords an individual where a sense of belonging derived from affiliation and acceptance in group membership provides a feeling of self esteem and security (Tajfel and Turner, 1979; Breakwell, 1986; West, 1993, Aboud, 2008). Importantly, Tajfel (1981) emphasises how crucial it is to interrogate the social and economic context of discrimination and so here is where social identity theory relates to a marxist theory of racism.
Subjects/Keywords: 302; Belonging (Social psychology); Equality
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Macdonald, S. (2012). Negotiating identities and interrogating inequalities of class and ethnicity in addressing an equality agenda : a rights based thesis of belonging. (Doctoral Dissertation). Swansea University. Retrieved from https://cronfa.swan.ac.uk/Record/cronfa42809 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678312
Chicago Manual of Style (16th Edition):
Macdonald, Sarah. “Negotiating identities and interrogating inequalities of class and ethnicity in addressing an equality agenda : a rights based thesis of belonging.” 2012. Doctoral Dissertation, Swansea University. Accessed January 23, 2021.
https://cronfa.swan.ac.uk/Record/cronfa42809 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678312.
MLA Handbook (7th Edition):
Macdonald, Sarah. “Negotiating identities and interrogating inequalities of class and ethnicity in addressing an equality agenda : a rights based thesis of belonging.” 2012. Web. 23 Jan 2021.
Vancouver:
Macdonald S. Negotiating identities and interrogating inequalities of class and ethnicity in addressing an equality agenda : a rights based thesis of belonging. [Internet] [Doctoral dissertation]. Swansea University; 2012. [cited 2021 Jan 23].
Available from: https://cronfa.swan.ac.uk/Record/cronfa42809 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678312.
Council of Science Editors:
Macdonald S. Negotiating identities and interrogating inequalities of class and ethnicity in addressing an equality agenda : a rights based thesis of belonging. [Doctoral Dissertation]. Swansea University; 2012. Available from: https://cronfa.swan.ac.uk/Record/cronfa42809 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678312
University of Manchester
21.
Leonard, Patrick.
Land and belonging in an Indo-Fijian rural settlement.
Degree: PhD, 2019, University of Manchester
URL: https://www.research.manchester.ac.uk/portal/en/theses/land-and-belonging-in-an-indofijian-rural-settlement(3bd4a6c7-0894-4da8-b0ed-6f672d040808).html
;
https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.799306
► This is an ethnographic study about land and belonging in an Indo-Fijian rural cane farming settlement in Fiji, where Indo-Fijians have lived and worked for…
(more)
▼ This is an ethnographic study about land and belonging in an Indo-Fijian rural cane farming settlement in Fiji, where Indo-Fijians have lived and worked for generations, while recognising that the land belongs to indigenous Fijians. Indo-Fijians are mainly the descendants of Indian indentured labourers who were transported to Fiji from the Indian subcontinent between 1879 and 1916. The term "Indo-Fijian" carries the condition of landlessness in its history of use, from colonial times to the present, while "indigenous Fijian" is imbued with ideas of traditional ownership of land and a cultural identity deeply rooted in land that has been inscribed in colonial and post-colonial law and governance structures. In recent decades indigenous landowners have contested the rights of Indo-Fijian tenants to have continued access to land in farming settlements, and Indo-Fijian rights to participate as citizens in the nation have also been denied by a series of indigenous-led coups. I examine how Indo-Fijians endeavour to belong to land in a rural cane farming settlement in these circumstances and make the land theirs too. I examine how they conceive of their belonging by what they do with land and how they inscribe it - as family farms and houses, an origin in indenture, and a place for memorialising ancestors - and by how they endeavour to create good relations with indigenous landowners and indigenous gods, through giving gifts and making spiritual offerings. I consider how they belong to land that they can never possess, through their attempts to live together with indigenous Fijians as their landlords, and as the traditional owners of the settlement's land. In doing so, I address how land can play a role in developing understanding of the possibilities of Indo-Fijian belonging in contemporary Fiji, and consider what an analysis of Indo-Fijian belonging can contribute to broader understanding of both the perils and ambiguities of "belonging", as an historical and ethnographic phenomenon emerging in diverse societies where people are increasingly concerned with "who belongs?" and "how one can prove belonging?" (Geschiere, 2009). My analysis shows that how Indo-Fijians have come to belong to land and make land theirs in a rural settlement is how they come to belong to Fiji as Fijians.
Subjects/Keywords: Belonging; Indo-Fijians; Fiji; Land
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APA ·
Chicago ·
MLA ·
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Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Leonard, P. (2019). Land and belonging in an Indo-Fijian rural settlement. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/land-and-belonging-in-an-indofijian-rural-settlement(3bd4a6c7-0894-4da8-b0ed-6f672d040808).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.799306
Chicago Manual of Style (16th Edition):
Leonard, Patrick. “Land and belonging in an Indo-Fijian rural settlement.” 2019. Doctoral Dissertation, University of Manchester. Accessed January 23, 2021.
https://www.research.manchester.ac.uk/portal/en/theses/land-and-belonging-in-an-indofijian-rural-settlement(3bd4a6c7-0894-4da8-b0ed-6f672d040808).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.799306.
MLA Handbook (7th Edition):
Leonard, Patrick. “Land and belonging in an Indo-Fijian rural settlement.” 2019. Web. 23 Jan 2021.
Vancouver:
Leonard P. Land and belonging in an Indo-Fijian rural settlement. [Internet] [Doctoral dissertation]. University of Manchester; 2019. [cited 2021 Jan 23].
Available from: https://www.research.manchester.ac.uk/portal/en/theses/land-and-belonging-in-an-indofijian-rural-settlement(3bd4a6c7-0894-4da8-b0ed-6f672d040808).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.799306.
Council of Science Editors:
Leonard P. Land and belonging in an Indo-Fijian rural settlement. [Doctoral Dissertation]. University of Manchester; 2019. Available from: https://www.research.manchester.ac.uk/portal/en/theses/land-and-belonging-in-an-indofijian-rural-settlement(3bd4a6c7-0894-4da8-b0ed-6f672d040808).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.799306
Virginia Tech
22.
Andreas, Claire Larsen.
The Intimate Domain of Dwelling Between Earth and Sky.
Degree: M. Arch., Architecture, 2015, Virginia Tech
URL: http://hdl.handle.net/10919/52348
► The original constructive act of human nature was to make shelter. The original architectural act of human nature was to create place. Nature is made…
(more)
▼ The original constructive act of human nature was to make shelter. The original architectural act of human nature was to create place. Nature is made of emotive elemental matter- the horizontal of earth, the vertical of sky, the transcendence of water and the energy of fire. Human beings, alone among the living, have the opportunity to purposefully act. We have squandered this privilege until now, only considering nature where we have not yet built. We must endear ourselves to the source of our existence and through each experience gain nourishment and inspiration. Architecture manifests the spiritual revelation of human intervention into nature. The intimate act of dwelling requires fulfillment and sacrifice. The home should inspire the mind, envelop the soul, nurture the body, and free the spirit. The inhabitant must feel grounded within the foundation, thoughtfully carved into the earth, permeated with the warmth of being embedded, and enriched by the centering focus of a flame within the darkness. The inhabitant must feel elevated without weight upon lightness of frame, touched by a cool breeze, surrounded by canopy and inspired by the heavens. For this journey, the architect must purposefully and poetically place humanity within nature.
This is the intimate domain of dwelling between earth and sky.
Advisors/Committee Members: Piedmont-Palladino, Susan C. (committeechair), Holt, Jaan (committee member), Emmons, Paul F. (committee member).
Subjects/Keywords: dwelling; architecture; vessel; belonging; home
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APA (6th Edition):
Andreas, C. L. (2015). The Intimate Domain of Dwelling Between Earth and Sky. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/52348
Chicago Manual of Style (16th Edition):
Andreas, Claire Larsen. “The Intimate Domain of Dwelling Between Earth and Sky.” 2015. Masters Thesis, Virginia Tech. Accessed January 23, 2021.
http://hdl.handle.net/10919/52348.
MLA Handbook (7th Edition):
Andreas, Claire Larsen. “The Intimate Domain of Dwelling Between Earth and Sky.” 2015. Web. 23 Jan 2021.
Vancouver:
Andreas CL. The Intimate Domain of Dwelling Between Earth and Sky. [Internet] [Masters thesis]. Virginia Tech; 2015. [cited 2021 Jan 23].
Available from: http://hdl.handle.net/10919/52348.
Council of Science Editors:
Andreas CL. The Intimate Domain of Dwelling Between Earth and Sky. [Masters Thesis]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/52348
University of Sydney
23.
van der Aa, Gerdina Anna H M.
Interconnection: sustaining difference in a fluid world
.
Degree: 2014, University of Sydney
URL: http://hdl.handle.net/2123/13296
► My dissertation and art work explore the interdependence and the interconnection of different structures and cultures by examining the question of how one might live…
(more)
▼ My dissertation and art work explore the interdependence and the interconnection of different structures and cultures by examining the question of how one might live one’s life in a displaced situation. The question is examined both through the lens of cultural identity and that of medium specificity. It also explores how to sustain difference while moving and being “fluid” within society and across borders. This research paper explores the question by referencing theorists and philosophers and by introducing the work of several contemporary artists who all, in one way or another, support my argument and my art practice. My art work will show a transformation process between two different objects: the termite nest and the wooden shoe. My thesis will propose that, even though the way to sustain differentiation in a process of assimilation is to live in a fluid, open and borderless way, it could be argued that some sort of boundary can give a protection and a sense of belonging that is still desired in the world today. The new home however is not static but will be ever-transforming and changing. In the current connected world identities are required to be fluid and open for constant change so as to be flexible with the movements across borders. Important for keeping harmony and balance is to understand and accept differences, adopt and reject aspects of other identities. I introduced the Dutch clog as an iconic Dutch symbol and as a reflection on form in association with my identity. In Australia I stumbled across the termite nests and their interesting forms and shapes. The transformation process is demonstrated in the art work through the interconnection of the Dutch clog with the Australian termites and their nests. This process has resulted in the work Homeward Bound, an installation of hybrid objects.
Subjects/Keywords: Interconnection;
Cultural identity;
Belonging
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APA ·
Chicago ·
MLA ·
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Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
van der Aa, G. A. H. M. (2014). Interconnection: sustaining difference in a fluid world
. (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/13296
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
van der Aa, Gerdina Anna H M. “Interconnection: sustaining difference in a fluid world
.” 2014. Thesis, University of Sydney. Accessed January 23, 2021.
http://hdl.handle.net/2123/13296.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
van der Aa, Gerdina Anna H M. “Interconnection: sustaining difference in a fluid world
.” 2014. Web. 23 Jan 2021.
Vancouver:
van der Aa GAHM. Interconnection: sustaining difference in a fluid world
. [Internet] [Thesis]. University of Sydney; 2014. [cited 2021 Jan 23].
Available from: http://hdl.handle.net/2123/13296.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
van der Aa GAHM. Interconnection: sustaining difference in a fluid world
. [Thesis]. University of Sydney; 2014. Available from: http://hdl.handle.net/2123/13296
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Miami University
24.
DeWitt, Brett.
Campus Building Aesthetic and Anticipated Belonging.
Degree: MA, Psychology, 2020, Miami University
URL: http://rave.ohiolink.edu/etdc/view?acc_num=miami1595263689309523
► This work explored if variety (versus consistency) of campus architecture could signal belonging and, if so, why. A Pilot Study found that those who viewed…
(more)
▼ This work explored if variety (versus consistency) of
campus architecture could signal
belonging and, if so, why. A Pilot
Study found that those who viewed architectural heterogeneity
(versus homogeneity) reported greater anticipated
belonging, which
was mediated by greater perceptions of valuing diversity. Study 1
replicated the methods of the Pilot Study while eliminating a
potential confound between architectural consistency, homogeneity
and heterogeneity, and architectural style, traditional and modern
(respectively). Namely, participants were shown sets of homogeneous
or heterogeneous campus buildings that either featured traditional
or modern architecture and then reported anticipated
belonging,
perceptions of campus bias, and perceptions that the campus valued
diversity. Results of Study 1 failed to replicate the mediated
effect from the Pilot Study. However, they showed that modern
(versus traditional) architecture indirectly increased
belonging
via greater valuing diversity. Study 2 used causal chain logic to
further investigate the impact of valuing diversity on anticipated
belonging. Participants read about a fictitious university that
either highly valued diversity or did not; predicting that those in
the former condition would forecast greater anticipated
belonging
than those in the latter condition. This prediction was not
supported. Implications of the results for understanding the
impacts of architecture on
belonging are discussed.
Advisors/Committee Members: Claypool, Heather (Advisor).
Subjects/Keywords: Psychology; Belonging; psychology of architecture
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Manager
APA (6th Edition):
DeWitt, B. (2020). Campus Building Aesthetic and Anticipated Belonging. (Masters Thesis). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1595263689309523
Chicago Manual of Style (16th Edition):
DeWitt, Brett. “Campus Building Aesthetic and Anticipated Belonging.” 2020. Masters Thesis, Miami University. Accessed January 23, 2021.
http://rave.ohiolink.edu/etdc/view?acc_num=miami1595263689309523.
MLA Handbook (7th Edition):
DeWitt, Brett. “Campus Building Aesthetic and Anticipated Belonging.” 2020. Web. 23 Jan 2021.
Vancouver:
DeWitt B. Campus Building Aesthetic and Anticipated Belonging. [Internet] [Masters thesis]. Miami University; 2020. [cited 2021 Jan 23].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1595263689309523.
Council of Science Editors:
DeWitt B. Campus Building Aesthetic and Anticipated Belonging. [Masters Thesis]. Miami University; 2020. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1595263689309523
University of Aberdeen
25.
McKetty, Carol Christine.
Marking the boundaries : a study of German national belonging.
Degree: PhD, 2012, University of Aberdeen
URL: https://eu03.alma.exlibrisgroup.com/view/delivery/44ABE_INST/12152632980005941
;
https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577590
► The need to belong to communities is a basic human need and the notion of belonging is central to how we define who we are.…
(more)
▼ The need to belong to communities is a basic human need and the notion of belonging is central to how we define who we are. But belonging to a national community is not always clear-cut. The paradox of belonging to the German community was made evident in 2005 when a census category—‘persons with a migration background’—was introduced. The new category served to cast some people to the community’s periphery. Instead of ‘Germans’ and ‘foreigners’, the census now records ‘Germans’ and ‘persons with a migration background’. Included in the latter category are German citizens. Germans with a(n obvious) connection to elsewhere who were once counted as ‘German’ are now placed in the newly established census category and counted together with foreigners. This ethnographic study examined how ordinary Germans conceive of Germanness and who they imagine their German community to include. The study asked: What makes a person German? Analysis was couched in historical and contemporary contexts that inform the data. To avoid being mired a priori in the notion of a German Volk, people of various backgrounds having membership in the German nation-state were asked who they take to be ‘German’ and where they draw their lines around the imagined German community. The research data suggests that a penchant for prestige which has long characterized German nationalism continues to influence who is seen as German. Moreover, the boundaries around the characteristics deemed prestigious are guarded by people who feel themselves, subjectively, to be members of the community since they benefit as individuals from the perceived high status of the nation of which they are a member.
Subjects/Keywords: 301; Belonging (Social psychology); Citizenship
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APA (6th Edition):
McKetty, C. C. (2012). Marking the boundaries : a study of German national belonging. (Doctoral Dissertation). University of Aberdeen. Retrieved from https://eu03.alma.exlibrisgroup.com/view/delivery/44ABE_INST/12152632980005941 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577590
Chicago Manual of Style (16th Edition):
McKetty, Carol Christine. “Marking the boundaries : a study of German national belonging.” 2012. Doctoral Dissertation, University of Aberdeen. Accessed January 23, 2021.
https://eu03.alma.exlibrisgroup.com/view/delivery/44ABE_INST/12152632980005941 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577590.
MLA Handbook (7th Edition):
McKetty, Carol Christine. “Marking the boundaries : a study of German national belonging.” 2012. Web. 23 Jan 2021.
Vancouver:
McKetty CC. Marking the boundaries : a study of German national belonging. [Internet] [Doctoral dissertation]. University of Aberdeen; 2012. [cited 2021 Jan 23].
Available from: https://eu03.alma.exlibrisgroup.com/view/delivery/44ABE_INST/12152632980005941 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577590.
Council of Science Editors:
McKetty CC. Marking the boundaries : a study of German national belonging. [Doctoral Dissertation]. University of Aberdeen; 2012. Available from: https://eu03.alma.exlibrisgroup.com/view/delivery/44ABE_INST/12152632980005941 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577590
Boston College
26.
Lapinski, Scott D.
The Lived Experience of School Belonging: A Phenomenological
Study of Middle School Students with Emotional and/or Behavioral
Disorders.
Degree: PhD, Teacher Education, Special Education, Curriculum and
Instruction, 2019, Boston College
URL: http://dlib.bc.edu/islandora/object/bc-ir:108569
► Belonging in schools is an often-researched topic. However, the lived experiences of students with disabilities as related to belonging have not been explored in great…
(more)
▼ Belonging in schools is an often-researched topic.
However, the lived experiences of students with disabilities as
related to
belonging have not been explored in great depth. The
purpose of this phenomenological study was to begin to understand
the lived experiences of
belonging for middle school students with
emotional and behavioral disorders (EBDs) through a relational lens
(relational here was meant as more than just focusing on
relationships). This phenomenological approach allowed for an
in-depth exploration of how participants understand
belonging and
how it impacts their lives. Ten student participants were
interviewed over a series of four interview sessions in which they
discussed their experiences with and understanding of
belonging in
school. Findings revealed complex and multifaceted subjective lived
experiences of
belonging. Findings are presented here through
participant summaries, across participants in broader descriptive
themes, and through the creation of a participant model.
Interpretive themes are also presented to help guide further
analysis and understanding of the findings. Considering the
qualitative nature of this study, these themes are not meant to be
reductive, but rather to generate additional questions. In keeping
with this purpose, a Generative Model of
Belonging was created from
the broader literature base on middle school
belonging, and this
model was revisited and revised based on the findings of this
study. It was also used to create the aforementioned participant
model.
Advisors/Committee Members: Richard M. Jackson (Thesis advisor).
Subjects/Keywords: Belonging; Emotional and/or behavioral disorders; Phenomenology; School Belonging
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APA ·
Chicago ·
MLA ·
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CSE |
Export
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Manager
APA (6th Edition):
Lapinski, S. D. (2019). The Lived Experience of School Belonging: A Phenomenological
Study of Middle School Students with Emotional and/or Behavioral
Disorders. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:108569
Chicago Manual of Style (16th Edition):
Lapinski, Scott D. “The Lived Experience of School Belonging: A Phenomenological
Study of Middle School Students with Emotional and/or Behavioral
Disorders.” 2019. Doctoral Dissertation, Boston College. Accessed January 23, 2021.
http://dlib.bc.edu/islandora/object/bc-ir:108569.
MLA Handbook (7th Edition):
Lapinski, Scott D. “The Lived Experience of School Belonging: A Phenomenological
Study of Middle School Students with Emotional and/or Behavioral
Disorders.” 2019. Web. 23 Jan 2021.
Vancouver:
Lapinski SD. The Lived Experience of School Belonging: A Phenomenological
Study of Middle School Students with Emotional and/or Behavioral
Disorders. [Internet] [Doctoral dissertation]. Boston College; 2019. [cited 2021 Jan 23].
Available from: http://dlib.bc.edu/islandora/object/bc-ir:108569.
Council of Science Editors:
Lapinski SD. The Lived Experience of School Belonging: A Phenomenological
Study of Middle School Students with Emotional and/or Behavioral
Disorders. [Doctoral Dissertation]. Boston College; 2019. Available from: http://dlib.bc.edu/islandora/object/bc-ir:108569
University of Waikato
27.
Westerbeke, Lynley Ann.
Understanding the construction of belonging in a for-profit ECE centre: An ethnographic study
.
Degree: 2016, University of Waikato
URL: http://hdl.handle.net/10289/10678
► Participation in high quality early childhood education [ECE] is recognised as having long ranging academic and social benefits for children, especially those from disadvantaged backgrounds…
(more)
▼ Participation in high quality early childhood education [ECE] is recognised as having long ranging academic and social benefits for children, especially those from disadvantaged backgrounds (Mitchell, Wylie & Carr, 2008). In 2010 the ECE Participation Programme was successfully introduced to increase enrolment in ECE for targeted groups, such as Māori, Pasifika, and low income families. I argue that focusing on increased participation alone is limiting and participation requires being viewed alongside the notion of
belonging. With the majority of children participating in for-profit ECE centres in Aotearoa New Zealand (Ministry of Education, 2015) I suggest that what children are participating in merits greater investigation.
In this thesis
belonging is positioned as not simply obtaining membership, but utilising Rogoff’s (2003) understanding of participation, it is viewed as something which is highly influential, where core values are transmitted and transformed.
The research questions guiding this thesis are:
1. What affordances and challenges to
belonging are identified by stakeholders participating in a privately owned, for-profit, ECE centre?
2. How is the ethical stewardship of Te Whāriki reflected in the leadership’s decision making?
This thesis used a critical ethnographic methodology, and was conducted over a nine month period in a for-profit ECE centre, with the researcher in the role of participant observer. The centre is located in a lower socio-economic area of an inner city suburb and is accessed by families who at the time of the study had only 30% of its parents in paid employment. The majority of children identified as Māori and lived in close proximity to the centre, and all teachers at the centre identified as Pākehā. The stakeholders identified for this study were the children, their parents and the teachers. Three teachers participated in the study and four children were selected for case study, aged between two and four and a half years. Data was generated primarily through semi-structured interviews with the children, their parents and the teachers, and observation of the setting. The data was viewed utilising Rogoff’s (2003) three foci of analysis, with three contributing factors to
belonging identified by participants; values, relationships and leadership.
The thesis argues that
belonging is complex and participation in for-profit ECE services is an ethical concern, not only for the children and their families but also for teachers. To make sense of the aligned yet often contradicting perspectives of the stakeholders I propose a
belonging framework, conceptualised to bring understanding to the construction of
belonging within the centre. It suggests that
belonging to the centre can be viewed from three distinct viewpoints; it can be observed, lived, and framed. The study evidenced that the day-to-day lived experiences of the children are not fully known by parents and, while also lived,
belonging is primarily observed for this cohort. Within the context of lived…
Advisors/Committee Members: Mitchell, Linda (advisor), Bateman, Amanda (advisor).
Subjects/Keywords: Belonging;
Participation;
For-profit ECE;
Early childhood education;
Stewardship;
Belonging framework
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APA ·
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Export
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Manager
APA (6th Edition):
Westerbeke, L. A. (2016). Understanding the construction of belonging in a for-profit ECE centre: An ethnographic study
. (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/10678
Chicago Manual of Style (16th Edition):
Westerbeke, Lynley Ann. “Understanding the construction of belonging in a for-profit ECE centre: An ethnographic study
.” 2016. Doctoral Dissertation, University of Waikato. Accessed January 23, 2021.
http://hdl.handle.net/10289/10678.
MLA Handbook (7th Edition):
Westerbeke, Lynley Ann. “Understanding the construction of belonging in a for-profit ECE centre: An ethnographic study
.” 2016. Web. 23 Jan 2021.
Vancouver:
Westerbeke LA. Understanding the construction of belonging in a for-profit ECE centre: An ethnographic study
. [Internet] [Doctoral dissertation]. University of Waikato; 2016. [cited 2021 Jan 23].
Available from: http://hdl.handle.net/10289/10678.
Council of Science Editors:
Westerbeke LA. Understanding the construction of belonging in a for-profit ECE centre: An ethnographic study
. [Doctoral Dissertation]. University of Waikato; 2016. Available from: http://hdl.handle.net/10289/10678
Tampere University
28.
Perttula, Nelli.
"I don't feel as welcome here anymore, however I have not experienced racism yet" : a discursive study on the social psychology of Brexit
.
Degree: 2020, Tampere University
URL: https://trepo.tuni.fi/handle/10024/119711
► Kirjoittaessani on helmikuu 2020, vain muutama päivä siitä, kun Britannia historiallisesti poistui Euroopan Unionista. Päätös poistua Euroopan Unionista oli Britanniassa kesällä 2016 järjestetyn kansanäänestyksen tulos.…
(more)
▼ Kirjoittaessani on helmikuu 2020, vain muutama päivä siitä, kun Britannia historiallisesti poistui Euroopan Unionista. Päätös poistua Euroopan Unionista oli Britanniassa kesällä 2016 järjestetyn kansanäänestyksen tulos. Britannian poistuminen EU:sta on nimeltään Brexit, joka tarkoittaa sitä, että vuoden 2020 loppuun mennessä Britannia ei ole enää Euroopan Unionin jäsen. Brexit on aiheuttanut epävarmuutta ja haastanut erityisesti EU-kansalaisten kuuluvuutta Britanniaan. Tämän tutkielman tavoitteena oli selvittää, miten Britanniassa asuvat suomalaiset konstruoivat kuulumistaan ja kuulumattomuuttaan Britanniaan tammikuussa 2019, vain paria kuukautta ennen kuin Britannian oli alun perin määrä poistua Euroopan Uniosta.
Keräsin tutkimuksen aineiston suljetun Facebook-ryhmän kautta E-lomake-kyselyllä, johon vastasi viikon aikana 194 Britanniassa asuvaa tai hiljattain asunutta suomalaista. Koska akateemista tutkimusta suomalaisten Brexit kokemuksista ei ollut, pyrin rakentamaan kyselylomakkeen avoimesti ilman johdattelevia kysymyksiä. Usea vastaaja puhui kuuluvuutensa menetyksestä Brexitin vuoksi, kun taas osa totesi, ettei ollut niinkään omasta asemastaan huolissaan. Tämän vuoksi valitsin aineistomenetelmäksi diskurssianalyysin, joka mahdollistaa ihmisten erilaiset tavat puhua asioista. Diskurssianalyysi on metodin lisäksi myös teoreettinen viitekehys ja se perustuu sosiaalisen konstruktionismin traditioon, jossa ihmiset nähdään kielen avulla rakentamassa sosiaalista todellisuuttaan. Diskurssianalyysi tutkii ihmisten kielen käyttöä tekemisenä, jolla pyritään saavuttamaan asioita. Tutkielman teoreettisena viitekehyksenä toimii kieli toiminnallisena, kulttuuriin ja kontekstiin sidonnaisen asiana ja erityisenä taustateoriana toimii diskursiivinen näkökulma kuulumiseen, johon liittyvät vahvasti kategorisoinnin, toiseuttamisen ja identiteetin käsitteet.
Tutkimuskysymykseni oli: Minkälaisia kuulumisen ja kuulumattomuuden diskursseja aineiston suomalaiset konstruoivat Brexit Britanniassa. Lisäksi kysyin, minkälaisia funktioita näillä diskursseilla on ja minkälaisia identiteettejä ne rakentavat. Nostin aineistosta neljä diskurssia: kuulumattomuus, aktiivinen ulossulkeminen, toiseuttaminen ja ansaitsevuus. Diskurssit konstruoivat joko kuulumista tai kuulumattomuutta ja rakensivat joko vastustavia ja lohduttomia tai hyväksyviä ja joustavia identiteettejä. Tutkielman tulokset osoittavat, miten Brexit ilmiönä haastaa aineiston suomalaiset uudelleenmäärittelemään kuulumistaan Britanniaan. Brexit on ilmiö, jossa kuka tahansa voi joutua epävarmuuden tilaan poliittisten, sosiaalisten ja diskursiivisten kamppailujen ristiaallokossa.
Subjects/Keywords: Brexit;
Belonging;
Non-belonging;
Finns;
Discourse analysis;
Othering
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APA ·
Chicago ·
MLA ·
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Export
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Manager
APA (6th Edition):
Perttula, N. (2020). "I don't feel as welcome here anymore, however I have not experienced racism yet" : a discursive study on the social psychology of Brexit
. (Masters Thesis). Tampere University. Retrieved from https://trepo.tuni.fi/handle/10024/119711
Chicago Manual of Style (16th Edition):
Perttula, Nelli. “"I don't feel as welcome here anymore, however I have not experienced racism yet" : a discursive study on the social psychology of Brexit
.” 2020. Masters Thesis, Tampere University. Accessed January 23, 2021.
https://trepo.tuni.fi/handle/10024/119711.
MLA Handbook (7th Edition):
Perttula, Nelli. “"I don't feel as welcome here anymore, however I have not experienced racism yet" : a discursive study on the social psychology of Brexit
.” 2020. Web. 23 Jan 2021.
Vancouver:
Perttula N. "I don't feel as welcome here anymore, however I have not experienced racism yet" : a discursive study on the social psychology of Brexit
. [Internet] [Masters thesis]. Tampere University; 2020. [cited 2021 Jan 23].
Available from: https://trepo.tuni.fi/handle/10024/119711.
Council of Science Editors:
Perttula N. "I don't feel as welcome here anymore, however I have not experienced racism yet" : a discursive study on the social psychology of Brexit
. [Masters Thesis]. Tampere University; 2020. Available from: https://trepo.tuni.fi/handle/10024/119711
Stockholm University
29.
Karlgren, Grim.
Narratives of belonging in a suburb of change.
Degree: Sociology, 2015, Stockholm University
URL: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-123403
► The aim of this study is to explore how middle class residents construct narratives of belonging. The study was conducted in a suburban area…
(more)
▼ The aim of this study is to explore how middle class residents construct narratives of belonging. The study was conducted in a suburban area in the southern part of Stockholm. This is a neighborhood that undergoes a renewal and status increase. I used a method consisting of auto-photography and subsequent interviews to explore resident’s narratives of belonging. The sampled group was residents with academic exams. Participants were instructed to take five photos of their everyday life in the area and reflect upon these in the interviews. The result was analyzed within a constructive grounded theory frame. The theoretical concepts used take inspiration from Bourdieu’s cultural capital, field and social class. The results are divided into three main cores. The results suggest that a core narrative of constructive affiliation was a useful tool to understand how residents construct a sense of belonging. Residents in this study affiliated with other groups and social classes in the area, through a heightened sense of reflection on their own social position. Residents subscribed to an inclusive version of elective belonging. Second the construction of a sense of locally based authenticity was a narrative process were they deployed a sense of belonging to the “local” and the small scale community. Third, a sense of rootless territorialism was reflected on in their sense of belonging. This was a process were residents narrative mediated between a stable and a fluid place attachment.
Subjects/Keywords: Social class; cultural capital; academic exam; middle class; belonging; elective belonging; narratives of belonging; constructive grounded theory; suburb
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Karlgren, G. (2015). Narratives of belonging in a suburb of change. (Thesis). Stockholm University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-123403
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Karlgren, Grim. “Narratives of belonging in a suburb of change.” 2015. Thesis, Stockholm University. Accessed January 23, 2021.
http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-123403.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Karlgren, Grim. “Narratives of belonging in a suburb of change.” 2015. Web. 23 Jan 2021.
Vancouver:
Karlgren G. Narratives of belonging in a suburb of change. [Internet] [Thesis]. Stockholm University; 2015. [cited 2021 Jan 23].
Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-123403.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Karlgren G. Narratives of belonging in a suburb of change. [Thesis]. Stockholm University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-123403
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Otago
30.
Banks, Michael.
Exclusion, intergroup discrimination, and belonging.
Degree: University of Otago
URL: http://hdl.handle.net/10523/6696
► Previous research investigating the effects of social exclusion has predominantly focused on interpersonal behavior following ostracism. Divergent findings reveal either increased aggression or increased pro-social behavior. The…
(more)
▼ Previous research investigating the effects of social exclusion has predominantly focused on interpersonal behavior following ostracism. Divergent findings reveal either increased aggression or increased pro-social behavior. The current research comprises seven experiments focused on intergroup (as opposed to interpersonal) forms of discrimination. The first two studies establish a link between
belonging and evaluative intergroup bias discrimination. The findings show that enhanced
belonging (and not personal or collective self-esteem) is an outcome of intergroup discrimination among minimal and real groups. The third study introduced the cyberball manipulation to assess the effects of inclusion/ostracism. Participants who were included showed intergroup discrimination; ostracized participants did not. The fourth study sought to examine intergroup discrimination following a more blatant form of social rejection using the false feedback paradigm. Again, the included participants discriminated, even when allocating a more noxious white noise stimulus. Rejected participants did not exhibit intergroup discrimination. Following the research demonstrating the positive-negative asymmetry effect (PNAE), the fifth study afforded category members the opportunity of exhibiting positive and negative valenced intergroup discrimination. The included participants discriminated regardless of task valence. The ostracized participants discriminated on the positive, but not negative task. The sixth study tested whether intergroup discrimination would elevate if done publicly (as opposed to private). Included participants again discriminated, regardless of whether the task was public or private. The ostracized participants however, showed discriminated only when the task was public, potentially to increase the possibility of higher group inclusion. The seventh study investigated whether random inclusion and random rejection would affect intergroup discrimination levels compared to group determined inclusion/rejection. The results found that only those who were included by group members showed significant levels of intergroup discrimination. Taken together, the findings of this thesis provide support for the idea that belongingness is linked to intergroup discrimination. Firstly, heightened
belonging is an outcome of intergroup discrimination. Secondly higher
belonging leads to increased intergroup discrimination. The link between
belonging and intergroup discrimination appeared over a variety of social groupings (i.e., gender, national, and minimal groups), across different forms of discrimination (e.g., evaluations, white noise allocations), and the findings were also consistent across both the cyberball and false feedback paradigms. The ramifications of these findings are discussed and new ideas for future research are suggested.
Advisors/Committee Members: Hunter, John (advisor).
Subjects/Keywords: exclusion;
discrimination;
belonging
Record Details
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Record Details
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Banks, M. (n.d.). Exclusion, intergroup discrimination, and belonging.
(Doctoral Dissertation). University of Otago. Retrieved from http://hdl.handle.net/10523/6696
Note: this citation may be lacking information needed for this citation format:
No year of publication.
Chicago Manual of Style (16th Edition):
Banks, Michael. “Exclusion, intergroup discrimination, and belonging.
” Doctoral Dissertation, University of Otago. Accessed January 23, 2021.
http://hdl.handle.net/10523/6696.
Note: this citation may be lacking information needed for this citation format:
No year of publication.
MLA Handbook (7th Edition):
Banks, Michael. “Exclusion, intergroup discrimination, and belonging.
” Web. 23 Jan 2021.
Note: this citation may be lacking information needed for this citation format:
No year of publication.
Vancouver:
Banks M. Exclusion, intergroup discrimination, and belonging.
[Internet] [Doctoral dissertation]. University of Otago; [cited 2021 Jan 23].
Available from: http://hdl.handle.net/10523/6696.
Note: this citation may be lacking information needed for this citation format:
No year of publication.
Council of Science Editors:
Banks M. Exclusion, intergroup discrimination, and belonging.
[Doctoral Dissertation]. University of Otago; Available from: http://hdl.handle.net/10523/6696
Note: this citation may be lacking information needed for this citation format:
No year of publication.
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Open Access Theses and Dissertations