This research study overviews how belonging is framed in higher education studies, particularly in relation to learners with non-majority identities: students with racial/ethnic minority identities, or who are LGTBQ+, have disabilities, or are first generation. The study begins from the recognition that marginalized identity groups experience increased stress and barriers to belonging in higher education, while inclusion and belonging are known to contribute to better academic outcomes and enhanced health status. The study then systematically analyses nearly 3,000 articles. Its findings indicating that barriers to belonging include social exclusion, lack of accessibility, and microaggressions or other instances of discrimination and bias. It also highlights that improving inclusion and belonging can be facilitated through increased receptivity, availability of support services, accessibility, and inclusive policies and procedures.
Taff, S. & Clifton, M. (2022). Inclusion and belonging in higher education: A scoping study of contexts, barriers, and facilitators. Higher Education Studies 12(3), 122-133. https://doi.org/10.5539/hes.v12n3p122
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