Fitting in, feeling true: student experiences of sense of belonging and authenticity

Abstract

Sense of belonging and authenticity are critical aspects of students’ experiences in higher education (HE), yet their multidimensional, dynamic, and situational nature remain underexplored. Moreover, authenticity, i.e. the degree to which individuals can be themselves, is rarely applied or studied in the HE context. This qualitative study explores how Dutch undergraduate students experience belonging and authenticity, what aspects shape their experiences, and how their experience develops over time. Semi-structured, in-depth interviews were conducted with 21 students. Participants were diverse by gender, disabilities, religion, ethnicity, parental education, and school. We applied reflexive thematic analysis using a critical realist approach. The resulting themes showed that students had diverse experiences that could be more positive or negative and often fluctuated over time. Aligning with a socio-ecological framework, students mentioned various aspects that influenced their sense of belonging and authenticity at multiple levels, such as students’ personal development, informal contact with peers and lecturers outside of classroom settings, the type of educational activities, group size, knowing university buildings, extracurricular involvement. The fundamental nature of belonging and authenticity and their influence on student functioning were also evident. Our findings highlight the role of students themselves, lecturers, and practitioners within HE in building and supporting students’ sense of belonging and authenticity. This study provides actionable insights (e.g. forming small groups in larger courses) for HE institutions to foster inclusive environments where students can thrive authentically and have a strong sense of belonging. Such a development is crucial for student achievement and functioning in HE and beyond.