About this paper

Appears in:
Pages: 5013-5022
Publication year: 2018
ISBN: 978-84-09-05948-5
ISSN: 2340-1095
doi: 10.21125/iceri.2018.2136

Conference name: 11th annual International Conference of Education, Research and Innovation
Dates: 12-14 November, 2018
Location: Seville, Spain

COUNTERACTING OTHERING: THE VALUE OF RELATIONAL MICRO-INTERVENTIONS TO STUDENT BELONGING, CURIOSITY, & SUCCESS

G. Baleria

San Francisco State University (UNITED STATES)
The purpose of this qualitative study was to discover how a single intervention focused on civil, respectful conversation across difference might influence marginalized college students’ sense of belonging and privileged college students’ level of curiosity from the participating community college students’ perspective. The study investigated four main questions: How does a semi-structured, relational micro-intervention focused on civil, respectful conversation across difference influence college students’ sense of belonging and level of curiosity? How do responses to the micro-intervention differ between historically privileged and historically marginalized students?

Straus and Corbin’s (1990) assertion that qualitative research methods can be effectively employed to improve our understanding of little-known practices was applicable to the research presented here. The researcher used a phenomenological approach, exploring and describing the lived experiences of students who participated in an engagement with their other through interviews (Creswell, 2014; Giorgi, 2009; Moustakas, 1994).

Findings have been organized into five themes:
1) Otherness, Rapport, Familiarity, & Connection;
2) Student Response to Structure & Story Sharing;
3) Micro-Intervention Expectations;
4) Micro-Intervention Experiences & Influence; and
5) Perceived Value of Micro-Intervention.

Within each of these themes, the researcher explored both the major findings and key outliers that have the potential to be instructive for further research.

These key findings indicate that semi-structured, relational micro-interventions across difference can influence sense of belonging and level of curiosity, as well as lay the groundwork for small-scale relationships or sustained relationships to grow through the fostering of rapport, recognition, and connection.
@InProceedings{BALERIA2018COU,
author = {Baleria, G.},
title = {COUNTERACTING OTHERING: THE VALUE OF RELATIONAL MICRO-INTERVENTIONS TO STUDENT BELONGING, CURIOSITY, & SUCCESS},
series = {11th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2018 Proceedings},
isbn = {978-84-09-05948-5},
issn = {2340-1095},
doi = {10.21125/iceri.2018.2136},
url = {http://dx.doi.org/10.21125/iceri.2018.2136},
publisher = {IATED},
location = {Seville, Spain},
month = {12-14 November, 2018},
year = {2018},
pages = {5013-5022}}
TY - CONF
AU - G. Baleria
TI - COUNTERACTING OTHERING: THE VALUE OF RELATIONAL MICRO-INTERVENTIONS TO STUDENT BELONGING, CURIOSITY, & SUCCESS
SN - 978-84-09-05948-5/2340-1095
DO - 10.21125/iceri.2018.2136
PY - 2018
Y1 - 12-14 November, 2018
CI - Seville, Spain
JO - 11th annual International Conference of Education, Research and Innovation
JA - ICERI2018 Proceedings
SP - 5013
EP - 5022
ER -
G. Baleria (2018) COUNTERACTING OTHERING: THE VALUE OF RELATIONAL MICRO-INTERVENTIONS TO STUDENT BELONGING, CURIOSITY, & SUCCESS, ICERI2018 Proceedings, pp. 5013-5022.
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