# data[].attributes.body
making resources and plans align with the needs of diverse students

# data[].attributes.headline
Decolonization of the syllabus / Deconstruction

# data[].attributes.subject
Decolonization of the syllabus / Deconstruction

# data[].attributes.body
calling out specifically white privelege in curriculum; includes diversifying the syllabus and other things

Benefits of decolonizing syllabus: decolonizing syllabuses in an academic stetting can benefit everyone involved'-' those who benefit from colonization and those who do not.

can include other deconstruction efforts to spell out aspects of prejudice or help students identify their own privilege

# data[].attributes.body
feeling represented in the concepts/literature that is in the learning happening in school

# data[].attributes.body
influences from mentors, personal drive/interest/discovery, or the natural progression of degree, school, career, or field/discipline choices

# data[].attributes.body
feeling comfortable or able to relax around others

# data[].attributes.body
speaks to educational background, degree, place of study, even family background or other contextualizing information

# data[].attributes.body
any reference to being a first'-'gen student; or if your family has had any education

# data[].attributes.body
being from another country

# data[].attributes.body
the approach of the professors and the institutions

# data[].attributes.headline
Faculty Engagement & Research Priorities

# data[].attributes.subject
Faculty Engagement & Research Priorities

# data[].attributes.body
Highlights the potential disconnect between faculty research priorities and undergraduate learning experiences.

# data[].attributes.headline
Institutional Support through Student Centric Learning

# data[].attributes.subject
Institutional Support through Student Centric Learning

# data[].attributes.body
Demonstrates the impact or potential of institutional structure on student experience and engagement.

# data[].attributes.body
can include sources of funding and can include competition to get this funding

# data[].attributes.body
refers to thetuition, fees and accompanying costs of education (can be used for indirect costs, i.e. affects life but not school'-'specific); making financial sacrifices for school

# data[].attributes.body
Reflects on how undergraduate education is perceived as a unique and formative stage in one’s academic journey, but can also capture other life stages

# data[].attributes.body
internal drive to engage with materials can be impacted by the perception that others are looking (either positively where you WANT to engage more because you become motivated or negatively because you feel like you can't mess up while being watched)

# data[].attributes.body
a sense of belonging comes from internal certainty or external observation you should be included where you are;  a feeling of deserving to take up space in the school (code this too if they say that they did not feel that they belong)

# data[].attributes.body
Implies having that being seen feeling gave a sense of belonging to the academic setting

# data[].attributes.body
contexts where one's identity is not accounted for or is excluded/forgotten; undermining or ignoring someone's identities

# data[].attributes.body
can reflect perspectives of elitism or actions of unwelcoming from other that may challenge inclusion for the individual;

# data[].attributes.body
describes behaviors or an urge to self'-'modify for the sake of fitting in to the current social groups (e.g. imitating mannerisms, or changing appearance); ; adopting behaviors or fitting in

# data[].attributes.body
Not feeling like you belong; includes negative self talk

# data[].attributes.body
Discusses faculty intervention and institutional policies to support struggling students.

# data[].attributes.body
the combined role of your racial, economic, geographic, etc. identities  and how others treat you based on this

# data[].attributes.body
can be co'-'coded with other forms of identity, should be used when a person describes that they ways they live or behave or the things they believe can be attributed to some aspect(s) of their identity

# data[].attributes.body
what race or ethnicity one identifies with; and how others treat you based on this

# data[].attributes.body
what gender one thinks of themself as; and how others treat you based on this

# data[].attributes.body
Highlights the role of location in educational choices, including financial and social considerations and how others treat you based on this

# data[].attributes.body
One's individual self'-'concept/identity does not match how others perceive them, either initially (e.g. appear to fit in until you start talking) or long'-'term (e.g. people never recognize parts about you that you see for yourself)

# data[].attributes.body
self'-'descriptions that indicate one's opinions, sense of values, morals, or ethics; how they see themselves and their surroundings; judgements of the surroundings by their personal values

# data[].attributes.body
ones' sense of culture or religious identity can be expressed through clothing or reflected in ideologies and how others treat you based on this

# data[].attributes.body
one's sense of  financial status and its implications and how others treat you based on this

# data[].attributes.body
limited language in the context of academic setting; or distinctly different application of language patterns

# data[].attributes.body
can be due to a natural progression like exposure over time, or other things; includes all kinds of pathways including superordinate goals/shared values and goals, etc.; also in reference to with whom/where people become friends

# data[].attributes.body
curating a support system; strong emphasis here on the personal responsibility/actions the individual takes to participate in their social circles; getting help or getting away from difficult situations; support; practical benefits from having relationships with teachers and peers; persistent inclusion or invitation, making the effort, can be about the interviewee or others; being supportive and patient toward others

# data[].attributes.body
making sense of the individuals' personal experiences or adjusting goals or hopes based on prior experiences

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Indicated having a peer as a friend and check in with each other about the academic progress can create a strong connection and sense of belonging.

# data[].attributes.headline
Navigating Higher Education With or Without Guidance

# data[].attributes.subject
Navigating Higher Education With or Without Guidance

# data[].attributes.body
the guidance/support or information that individuals get from others; when lacking, illustrates the challenges faced by first'-'generation or underinformed students in making higher education decisions

# data[].attributes.body
students connect with professors because of a relationship built on care and engagement; the professors look out for the students and try to do whats’ best; includes encouragement from the advisor

# data[].attributes.body
caring is shown specifically through helping students get the academic support they need; e.g. professor helps with assignments or explains rubrics, etc

# data[].attributes.body
can include helping a student access or know about resources (related to jobs/internships/research opportunities as opposed to informational/reseearch support like a writing center) or blocking opportunities; speaks to the ability to give or block opportunities that advisors often have

# data[].attributes.body
institutional rules, policies, or information that is not equitably available to all students; can include missing out on opportunities as a result of these discrepancies

# data[].attributes.body
can be from professors, advisor, or other professionals (not just at school)

# data[].attributes.body
can include arguments; disagreements, misunderstandings, relational agression (e.g. passive aggressive communication)

# data[].attributes.body
define as: commentary that is used to point negatively to racial or other identities; place under Negative Communication Styles

# data[].attributes.body
includes the culture shock of noticing how differentthe culture (regional, international, institutional, etc.) within your educational spaces is from you are used to; causing greater appreciation on your own culture, or reflecting difficulty with adjustment / homesickness

# data[].attributes.body
being able to share about prior experiences and relate to others because of your own struggles; helping the next group of people because you had these experiences

# data[].attributes.body
being treated or seen differently due to the experience of being different (e.g. racially)

# data[].attributes.body
rapport building, communication that leads to understanding, etc.

# data[].attributes.body
doing things that support ability to engage in the professional community; can include repeated exposure for things like public speaking

# data[].attributes.body
choosing to pursue an education somewhere that seems promising or to enhance social mobility, e.g. getting a "return on investment" educationally

# data[].attributes.body
the connections you have or lack that impact your access to experiences and opportunities

# data[].attributes.headline
Academic Engagement as a Social Currency

# data[].attributes.subject
Academic Engagement as a Social Currency

# data[].attributes.body
Suggests that active participation and relationship building with faculty or others can influence academic experiences and support.

# data[].attributes.headline
Formal Community Structures in Higher Ed

# data[].attributes.subject
Formal Community Structures in Higher Ed

# data[].attributes.body
should include programs like honors, fellowships, internships, or other programs that include access to community and resources?

# data[].attributes.body
feeling the pressure to not embarrass yourself or fear of having done so; may impact the actions of the individual out of a reaction against this or to prevent embarrassment

# data[].attributes.body
any sources of income or jobs; can include GA / RA positions

# data[].attributes.body
refers to any kind of mistreatment or systemic lack of opportunity that others have access to (e.g. segregation or explicit exclusion, disparities in treatment or access to resources)

# data[].attributes.body
Indicates that people feel understood by having people who feel similar/the same to them; e.g. from same region or ethnic, cultural or other background can feel more inclusive in the academic settings; alternatively captures the alienating feeling of being the only one like you

# data[].attributes.headline
Transparency & Self'-'Reflection In Education

# data[].attributes.subject
Transparency & Self'-'Reflection In Education

# data[].attributes.body
if you're an educator, and you're acknowledging your own positionality and holding space for student's positionality

# data[].attributes.body
Define as a form of action or aid that benefits both parties; can include those in positions of power ensuring they support those in lesser positions of power"

# data[].attributes.headline
Starting Conversations / Convincing others

# data[].attributes.subject
Starting Conversations / Convincing others

# data[].attributes.body
Should be defined as talking to others about issues of inequity, privelege, or prejudice/discrimination. Finding ways to motivate people to make change

# data[].attributes.body
having a sense of what is ok or what isnt’ in the social context;  ability to relate to others and match them on their jokes and references; to know what to say.

# data[].attributes.headline
Seeing yourself around the people and theories in front of you and celebrating yourself more

# data[].attributes.subject
Seeing yourself around the people and theories in front of you and celebrating yourself more

# data[].attributes.body
International student Culture shock (T3), going to an HBCU (T4), Multicrit (T2)

one thing to see yourself and another thing to really hone into being that authentic “this is how i show up” and “this is how I'm proud of this”; shared celebration of identity; HBCUs have different backgrounds, there is diversity; even the food; the dress, the culture, the clothing; seeing how to appreciate your identity in other spaces after being in this kind of space (e.g. HBCUs)

Being an international student – cultural differences (T3)

# data[].attributes.body
– Looking like you’re white but then sounding or acting different (T1) being multiracial and not feeling like there’s one single place for you (T2)

Perceived intersecting identity vs. Actual intersecting identities – undertones of “talking white” and what that exclusion entails

# data[].attributes.body
Logistical issues (paying for application fees)

First-gen students as a contested definition (T1)

# data[].attributes.headline
Meaningful Relationships – with faculty or peers (all interviews) 

# data[].attributes.subject
Meaningful Relationships – with faculty or peers (all interviews) 

# data[].attributes.body
Respect (indignity); being treated differently

Peer support (T3)

Second Chances (T2)

includes positive relationships with faculty and __

# data[].attributes.headline
RQ: How do individuals from different ethnic backgrounds experience and construct their sense of belonging and community in educational spaces?  

# data[].attributes.subject
RQ: How do individuals from different ethnic backgrounds experience and construct their sense of belonging and community in educational spaces?  

# data[].attributes.body
eradicating racism, diversity etc

issues

# data[].attributes.body
in meaningful relationships, both people are taking the initiative:

holding space addresses: academic offices, institutional

# data[].attributes.body
seeing yourself: intrinsic feeling of understanding due to being represented or welcomed?

# data[].attributes.body
people look, talk, act, think like you in a way that makes you not feel like you stand out negatively or like you're being erased/unwelcomed?

speaks to a deep resonance

# data[].attributes.body
Getting along with people, feeling like you're included & ___

# data[].attributes.headline
Belonging through access and opportunity??

# data[].attributes.subject
Belonging through access and opportunity??

# data[].attributes.body
Feeling like you have a place due to the resources, opportunities, and practical aid you recieve

# data[].attributes.headline
Support defined as: whatever support a student can get in an academic setting

# data[].attributes.subject
Support defined as: whatever support a student can get in an academic setting

# data[].attributes.body
key takeaway in our study: students feel a sense of belonging based on how sure their needs will be met by a variety of actors including peers, teachers and institutions

sources of support that contribute to belonging

what is the mechanism causing support

what are differentiating factors that make some people feel supported while others not

# data[].attributes.body
what comes if you don't see yourself or do see yourself as belonging in this space?

# data[].attributes.headline
people modify their sense of belonging based on the resources available to them

# data[].attributes.subject
people modify their sense of belonging based on the resources available to them

# data[].attributes.body
can include feelings of belonging in the context of feeling like there continue to be opportunities for you to advance in education

# data[].attributes.body
one expression of meaningful relationships is getting to the point where you can have difficult conversations

# data[].attributes.body
there are institutional and classroom practices that invite or require more diverse people are welcomed and included

# data[].attributes.body
cultural differences can be regional, international, etc. but in any case can influence how easily/well someone feels accepted by the others around them

# data[].attributes.body
naming themes officially

separating out key sub-themes

brief 1-2 sentences of what's really happening here

don't spend more 30-45 minutes preparing

# data[].attributes.body
meaningful relationships: you can have a good relationship with someone who's not like you; this is about the closeness

# data[].attributes.headline
taking in cues and information about how to navigate the space

# data[].attributes.subject
taking in cues and information about how to navigate the space

# data[].attributes.body
the ability to take in cues and info about how to navigate the space comes from noticing differences in yourself compared to others and the decision-making process around how much you will self-modify and engage with the culture around you

# data[].attributes.headline
how much space actually is available for you

# data[].attributes.subject
how much space actually is available for you

# data[].attributes.headline
changing the conversation / building a new table

# data[].attributes.subject
changing the conversation / building a new table

# data[].attributes.headline
feeling a sense of how to navigate in higher education depends on who you knew or come to know

# data[].attributes.subject
feeling a sense of how to navigate in higher education depends on who you knew or come to know

# data[].attributes.headline
the influence of others on how much space is available for you

# data[].attributes.subject
the influence of others on how much space is available for you

# data[].attributes.body
this theme speaks to the current and potential factors that affect how someone does or does not feel belonging at their institution or in their relationships

the institutional level vs. the interpersonal level

support systems and hindrances to the experience

# data[].attributes.headline
how you see yourself relative to the world around you

# data[].attributes.subject
how you see yourself relative to the world around you

# data[].attributes.body
having the different identities intertwines with your experiences;

you have have a mixture of all these different identities and it will have a different effect each time