The relationship between supportive campus environment and cultural diversity in enhancing students’ sense of belonging in higher education
Journal for Multicultural Education
ISSN: 2053-535X
Article publication date: 11 October 2021
Issue publication date: 18 November 2021
Abstract
Purpose
The current study examines the moderating effect of supportive campus environment on the relationship between cultural diversity and students’ sense of belonging in a university in South Africa.
Design/methodology/approach
An online survey was designed and used to gather data from a sample of 2,026 registered undergraduate students. Using the Statistical Package for the Social Sciences (SPSS) version 26 software, the data gathered were analysed by way of hierarchical regression analysis.
Findings
Results of the hierarchical regression analysis revealed that supportive campus environment and cross-cultural interaction serve as strong predictors of students’ sense of belonging. Furthermore, a simple slope analysis showed that supportive campus environment enhance: the positive relationship between cross-cultural interaction and students’ sense of belonging; and the positive relationship between students’ interaction with diverse peers and their sense of belonging.
Originality/value
This study addresses important knowledge and practical gaps in the relationship between supportive campus environment, cultural diversity and students’ sense of belonging in higher education. The results further highlight the significance of institutional structures, policies and practices that aim at enhancing students’ sense of belonging and reducing possible feeling of otherlings that arise due to a lack of supportive campus structures.
Keywords
Acknowledgements
The current study is funded by the University of the Free State: UFS-HSD2019/0340/0905.
Citation
Owusu-Agyeman, Y. (2021), "The relationship between supportive campus environment and cultural diversity in enhancing students’ sense of belonging in higher education", Journal for Multicultural Education, Vol. 15 No. 4, pp. 429-444. https://doi.org/10.1108/JME-06-2021-0089
Publisher
:Emerald Publishing Limited
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