Examining Generation Z Jewish undergraduate student sense of belonging in U.S. higher education
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Abstract
This study examined Jewish student sense of belonging (SOB) in U.S. higher education. Using SOB as the dependent variable, the study focused on variables associated with Generation Z Jewish undergraduate student SOB in U.S. 4-year institutions. To investigate this relationship, the study explored five research questions to determine the extent to which student background characteristics, academic and nonacademic environments, and campus climate experiences predicted SOB for Jewish college students. This study employed a critical quantitative paradigm, using Strayhorn’s (2019) SOB framework, Astin’s (1993) input–environment–outcome (I-E-O) model, and Weidman and DeAngelo’s (2020) revised socialization model of higher education (RSMHE) as models and frameworks. Applying nonprobability sampling and a newly developed instrument, the sample included 408 respondents with data collected between February and March 2024. Data analysis included descriptive and multivariate methods, with SOB as the dependent variable and independent variables linked to the research questions.Results indicated that significant student background characteristics included political leaning, sexual orientation, socioeconomic status (SES), Jewish denomination/movement, and Jewish parent/family involvement. Academic variables that significantly enhanced SOB included positive relationships with faculty/staff, satisfaction with academic opportunities, availability of academic resources, and positive peer interactions; in contrast, academic class level/year significantly negatively predicted SOB. Nonacademic variables that significantly positively predicted SOB included active participation in student clubs/organizations, attendance at Jewish holiday observances or celebrations, and involvement in campus traditions. Greek-letter organization membership, attendance at activities sponsored by Chabad, and number of Jewish friends significantly negatively predicted SOB. Two campus climate factors significantly positively predicted SOB for academic and nonacademic experiences. Theoretical implications include expanded use of established models and frameworks. Practical implications involve acknowledging Jewish identity diversity, educating campus constituents about Jewish identity and antisemitism, and collaborating with Jewish organizations to support SOB. Policy implications include strengthening reporting frameworks, adopting clear definitions of antisemitism and anti-Jewish discrimination, establishing campus climate and SOB task forces, and enhancing accommodations policies. Directions for future research include expanding quantitative methods, investigating unexpected findings, challenging assumptions around Jewish identity, examining institutional contexts, and building on this research agenda.
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Introduction -- Literature review -- Methodology -- Findings -- Discussion, implications, and future research
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Ed.D. (Doctor of Education)