Degrees of Belonging: How CECE Indicators and Identity Shape Sense of Belonging at a Southern PWI

Abstract: This qualitative study examines how underrepresented students, specifically international students, can be supported through the Culturally Engaging Campus Environments (CECE) model at predominantly white institution in the SACSA region. Fifteen students from a variety of countries and degree programs (visiting, undergraduate, 2+2 degree, and graduate) shared their experiences at the institution and how the institution can support their sense of belonging experience through the CECE model. Racial identity played a limited role in sense of belonging; rather, students reported time at the institution, limited English proficiency, and their home culture being less culturally similar to the US as negatively impacting their adjustment to the US and sense of belonging. Overall, the CECE model provides insight into how SACSA and other higher education institutions can better support their underrepresented students.