Enhancing a Sense of Belonging on Campus for Underrepresented Students: Measuring Outcomes

By: Patricia Moore Shaffer

Principal & CEO

Creating a sense of belonging on campus is crucial for the success and well-being of all students, particularly those from underrepresented backgrounds. This post explores strategies to increase a sense of belonging for underrepresented students and discusses the importance of measuring outcomes to assess the effectiveness of these strategies.

Creating Inclusive Spaces

To foster a sense of belonging, it is essential to create inclusive spaces on campus. This can be achieved by establishing affinity groups, cultural centers, or student organizations that cater to the needs and interests of underrepresented students. For example, at the University of Wisconsin-Madison, the Multicultural Student Center provides a safe and welcoming environment for students from diverse backgrounds to connect, share experiences, and celebrate their identities and cultures. By offering these spaces, institutions demonstrate their commitment to inclusivity and provide opportunities for underrepresented students to build a supportive community.

Students at the University of Wisconsin-Madison's Multicultural Student Center

Mentorship and Support Programs

Mentorship and support programs play a vital role in enhancing a sense of belonging for underrepresented students. Pairing them with faculty, staff, or upperclassmen who share similar backgrounds or experiences can provide guidance, encouragement, and a sense of validation. For instance, the College Navigator Mentorship Program at the University of Arizona supports students of DACA, undocumented, immigrant, and refugee backgrounds to establish a stronger community at the UA.

The program supports students’ and families’ interests in and navigation of college and post-college endeavors, empowers students with their own narratives to navigate their educational experiences, and centers health and wellness, building community, and fostering belonging. By offering these programs, institutions demonstrate their commitment to supporting underrepresented students and help them navigate the challenges they may face.

Curriculum and Representation

Incorporating diverse perspectives and experiences into the curriculum is essential for creating an inclusive learning environment. By including readings, case studies, and examples that reflect the experiences of underrepresented communities, institutions validate the identities and contributions of these students. Additionally, ensuring diverse representation among faculty and staff can also contribute to a sense of belonging. These initiatives help students see themselves reflected in the academic environment and feel valued as members of the campus community.

Measuring Outcomes

Measuring the outcomes of initiatives aimed at increasing a sense of belonging is crucial to assess their effectiveness and make necessary improvements. Some key metrics to consider include:

Retention and Graduation Rates

Tracking the retention and graduation rates of underrepresented students can provide insights into the impact of these initiatives. Higher retention and graduation rates indicate that students feel supported and connected to the campus community.

Student Surveys and Feedback

Conducting regular surveys and seeking feedback from underrepresented students can provide valuable insights into their experiences and perceptions of belonging on campus. This feedback can help identify areas for improvement and guide future initiatives.

Participation and Engagement

Monitoring the participation and engagement of underrepresented students in campus activities, clubs, and organizations can indicate their level of connection and involvement. Increased participation suggests a stronger sense of belonging and integration into the campus community.

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Creating a sense of belonging on campus for underrepresented students is crucial for their success and well-being. By implementing strategies such as creating inclusive spaces, mentorship programs, and diverse representation, institutions can foster a supportive environment. Measuring outcomes through retention rates, student surveys, and participation levels allows institutions to assess the effectiveness of these initiatives and make necessary improvements.

By continuously striving to enhance a sense of belonging, institutions can ensure that underrepresented students feel valued, supported, and empowered to thrive in their college experience.

Decolonizing Evaluation: Conducting Indigenous Program Evaluation

By: Patricia Moore Shaffer

Principal & CEO

Indigenous programs hold immense potential to revitalize communities, languages, and cultural practices. But measuring their success often feels like trying to fit a round peg into a square hole. Western evaluation frameworks, with their emphasis on objectivity, generalizability, and standardized metrics, often clash with Indigenous values and ways of knowing.

There's a growing movement toward grounding evaluation of Indigenous programs in Indigenous values and priorities. Key principles include:

1. Centering relationships

Western evaluation often feels transactional, but Indigenous evaluation prioritizes relationships. Build trust with participants, listen deeply to their needs and aspirations, and involve them throughout the evaluation process. As LaFrance (2010) emphasizes, evaluation should be "for the community, with the community, and by the community."

2. Focusing on holistic well-being

Indigenous evaluation goes beyond numbers and test scores. It considers the program's impact on cultural identity, language revitalization, spiritual well-being, and community cohesion. The Bowman and Archibald (2023) framework offers a helpful guide, encompassing dimensions like cultural revitalization, governance, and relationships.

3. Embracing storytelling

Indigenous knowledge is traditionally passed down through stories. Storytelling methods like focus groups, circles, and visual arts gather rich data that captures the program's nuances and complexities. This aligns with the "strengths-based" approach highlighted in the BCNEIHR toolkit (2023), focusing on what's working rather than deficits.

4. Prioritizing cultural protocols

Respecting cultural protocols is essential. Guidance from Elders and knowledge keepers help ensure evaluation methods are culturally appropriate.

5. Being flexible and adaptable

Indigenous communities are diverse and dynamic. Similarly, evaluators must be prepared to adjust their approach based on the specific program and community context.

By following these principles, we can move away from extractive evaluation practices that benefit outsiders more than the Indigenous communities we engage and serve. Instead, we can build evaluation processes that are culturally grounded, ethical, and truly answer the question: "Is this program making a good life for Indigenous people?"

This is just a starting point, of course! There's so much more to learn and explore in the realm of Indigenous evaluation. But by centering relationships, holistic well-being, and Indigenous ways of knowing, we can reclaim evaluation as a tool that empowers Indigenous communities.

Learn more about Shaffer Evaluation Group's evaluation of indigenous education services and programs by visiting our website.

5 Ways to Support Military-Connected Students

By: Patricia Moore Shaffer

Principal & CEO

In the U.S. and around the world, nearly one million military-connected kindergarten - grade 12 students are enrolled in public education. These students move every two to three years because they are dependents of active-duty service members. Although these education transitions offer opportunities for learning, they can also present challenges for educational continuity while also impacting students' social and emotional well-being.

Public school staff can play a vital role in supporting military-connected students and their families. Here are 5 ways to support military-connected students that we've observed through our evaluation studies of DoDEA grant projects.

1. Promote an inclusive school climate.

This includes creating a welcoming and supportive environment for all students, regardless of their military affiliation. School staff can do this by:

• Learning about military culture and the unique challenges faced by military-connected students

• Celebrating military holidays and events

• Displaying military symbols and artwork in the school

• Providing opportunities for military-connected students to share their experiences with their peers

• Fostering a sense of community and belonging for all students

2. Identify and provide resources for military-connected students and their families.

School staff can help military-connected students and their families access the resources they need, such as:

• Military family support programs

• Financial assistance

• Mental health services

• Academic support

• Tutoring

• Dedicated webpage with school- and community-based resources for military families

3. Provide goal-focused, evidence-based, short-term group and individual counseling services to address military-connected students' social/emotional needs.

Students may experience a range of social-emotional challenges, such as anxiety, depression, and grief. School counselors can provide support to help students cope with these challenges and develop healthy coping mechanisms.

4. Use data-informed approaches to identify academic needs and support remediation efforts for military-connected students experiencing learning loss/gaps due to transitions. Students may experience academic disruptions due to frequent relocations and deployments. School staff can use data to identify students who are struggling academically and provide them with the support they need to succeed.

5. Advocate for school policies that increase awareness, knowledge, support, and success when working with military-connected students. School staff can play a role in advocating for school policies that support students, such as flexible attendance policies and transition planning for students who are deploying or relocating.

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By implementing these effective practices, school staff can help military-connected students succeed academically, socially, and emotionally.

Since 2011, Shaffer Evaluation Group has supported school-based initiatives supporting military-connected students and their families. Please contact us to learn how program evaluation can support your military-connected student initiatives.