Abstract
Belonging within spaces of higher education has been mentioned in regard to identity formation and issues of power (Kessi, 2018). Amid a post-apartheid backdrop, South African institutions of higher education have undergone processes of transformation which are more representative of the society which they serve. It is therefore important to explore how constructions of belonging are formed for first year students who are entering into the space, so as to support and inform the structure of transformative practices. This study adopted a social constructionist perspective to allow for the collection of rich, descriptive expressions from participants, in an aim to explore constructions of belonging in first year students at a higher education institution. A qualitative methodology design was selected to address study aims and objectives. Six first year students were interviewed using semi-structured interviews. Questions were centred around academic integration and social integration within a university setting. Thematic Analysis was used to identify themes that emerged, which was enhanced by the presence of Carolissen’s (2012) analytical framework. The findings revealed that discussions around belonging were associated with themes of self-worth, feeling a sense of familiarity, as well as comfort within the higher education environment. Moreover, key themes around the enablers and barriers to belonging were focussed around identity, capability and the first year experience.
M.A. (Psychology)