Event Title

Creating Community: Finding a Place of Belonging at Colby College

Location

Diamond 145

Start Date

30-4-2015 3:00 PM

End Date

30-4-2015 3:55 PM

Project Type

Presentation

Description

This paper discusses the NECASL project as carried out at Colby College, analyzing the role of social integration, involvement, and stratification as it relates to overall social experience for Colby students. Qualitative data is used to explore the different ways that social experiences at Colby can shape overall student perceptions in relation to both self and institution. Using Social Integration Theory, Social Involvement Theory, and Social Stratification Theory, the discussion illustrates the different areas for student involvement and the ways in which students understand and respond to differing levels of integration. Students who belong to the majority community or find peer support in Colby sub-communities display positive social experience and, in consequence, a stronger relationship with the institution. It is suggested that there is a direct correlation between perceived level of integration and positive college experience, specifically when students observe personal similarities with both peers and the institution itself.

Faculty Sponsor

Adam Howard

Sponsoring Department

Colby College. Education Program

CLAS Field of Study

Interdisciplinary Studies

Event Website

http://www.colby.edu/clas

ID

1537

Share

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Apr 30th, 3:00 PM Apr 30th, 3:55 PM

Creating Community: Finding a Place of Belonging at Colby College

Diamond 145

This paper discusses the NECASL project as carried out at Colby College, analyzing the role of social integration, involvement, and stratification as it relates to overall social experience for Colby students. Qualitative data is used to explore the different ways that social experiences at Colby can shape overall student perceptions in relation to both self and institution. Using Social Integration Theory, Social Involvement Theory, and Social Stratification Theory, the discussion illustrates the different areas for student involvement and the ways in which students understand and respond to differing levels of integration. Students who belong to the majority community or find peer support in Colby sub-communities display positive social experience and, in consequence, a stronger relationship with the institution. It is suggested that there is a direct correlation between perceived level of integration and positive college experience, specifically when students observe personal similarities with both peers and the institution itself.

http://digitalcommons.colby.edu/clas/2015/program/71