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