SharedThinking as a Social Belonging Intervention Dr. Nicholas Bowskill, SFHEA University of Closing the gap: Research and Practice on Black and Minority Ethnic Student Attainment in Higher Education University of Kent, June 27 th 2016

Overview Overview of Belonging Negative Stereotype Threat (Steele) Belonging Uncertainty (Walton) SharedThinking (Bowskill) Future Research Agenda

Research Questions About Belonging (Derived from Steele, Walton & Cohen) Could there be a relationship between a sense of belonging and academic performance? Could a non-academic intervention impact on academic performance? Belonging to what/who?

Significance of Not Belonging Social Isolation more harmful than cigarettes & alcohol (House, Haslam) Impact on cognition (Cacioppo & Hawkley) Increased aggression (Costa) Identity loss an indicator of ill-health (Haslam)

Context-Sensitivity in Sense of Belonging “Study findings showed that while students may report an overall sense of belonging in school, they may be highly uncomfortable in the school setting and situations that bring them into direct contact with peers who they feel neither accept nor respect them; this directly effects the nature of their school participation and academic engagement.” Gibson, M.A., Bejínez, L.F., Hidalgo, N. and Rolón, C., Belonging and school participation: Lessons from a migrant student club. School connections: US Mexican youth, peers, and school achievement, pp

Negative Stereotype Threat (Steele) “If you feel that one of your social identities might be stigmatised in a particular social setting then you may feel under threat. “ (Steele) Women in Engineering? Working class at Oxbridge University? Men in Nursing Studies? BME in majority white setting or vice versa? Northerner in the South or vice versa? Older person working in Silicon Valley? Professor Claude Steele, Stanford University Examples all context sensitive at individual & situational levels Steele, C., 2011, Whistling Vivaldi and Other Clues to How Stereotypes Affect Us

Adds to cognitive load Increases anxiety and stress Alienates us More self-conscious or self-absorbed Effects learning performance Steele, C., 2011, Whistling Vivaldi and Other Clues to How Stereotypes Affect Us Negative Stereotype Threat (Steele)

Belonging Uncertainty (Walton & Cohen, 2015) Some members of under-represented groups may feel a sense they do not belong (context sensitive at both individual and situational levels) Aim to give students a lay theory to support them in challenging moments: – “many challenges in the transition [to university] are common and not cause to doubt one’s prospects of belonging and success.”

Social-Belonging Interventions (Cohen & Walton, 2007, 2009 ) At Stanford University (majority white upper class) Showed All 1 st Years survey results from 2 nd years and how their initial worries changed later. 1 st Years read report by 2 nd year students which showed it was difficult at the start. Then write your own report about your experience for next cohort. Outcomes for BME Students – Added resilience – Greater sense of belonging – Test scores improved year on year for BME students Explanation – Removed psychological barrier

Key Features of Intervention Show issues in common with other students Show issues can change over time (Dweck etc).

SharedThinking Approach Snowball + Classroom Technology Invoking a shared sense of group-identity (Gaertner & Dovidio) – Facilitate Inter-group dialogue/contact (Allport) – Co-constructing/Visualising common ground – Diversity not consensus (1) Talking to peers (2) Talking to staff

FIMS FACULTY INDUCTION CASE STUDY Maths Psychology Being a Student Here Superordinate Group/Identity (Gaertner & Dovidio) Subordinate Group/Identity Comp. Science

Socialisation ● “I got to know them and I didn’t know anyone from the university and from Glasgow and the area here and I got to know them…..and we are studying together…..we go out a couple of times for drinks and stuff” [L1 International Male Student] “Everything was quite informal it was like talking to friends” [L2 BME Male Student] ● “It did bring everyone closer together…made you feel less of an outsider” [L1 Female Student]

Common Ground & Beyond Extended Schema ● I saw from other students many things I hadn’t thought of that I would face [L1 International Male Student] ● Yes, quite a lot of things like how exams might go….hadn’t thought of that before [L1 Female Student] Common Ground ● “I personally found it very rewarding to throw out the concerns…into the public and getting to know it’s pretty much the same thing we’re all worried about” [L1 International Male Student]

Well-Being “Getting…to talk in groups….makes [you] feel better” [L1 Female Student] “Last year’s induction…I had a lot of worries. I felt really left out and I felt maybe I’m alone in my situation….but this year was all different. It was just the opposite.” [L2 BME male student] “Most of my concerns have now disappeared as a result of the induction session” [L1 Female Student]

Other Outcomes Changed Perception of the University ● I think the people that have organised it have thought about almost everything [L2 BME Male Student] ● It gave me a feeling of good organisation…from the moment you become a student at the university [L1 International Male Student] ● I found it was a great method of the university..to welcome the students and make their landing a lot smoother [L1 International Male Student] Engagement ● Felt involved at the emotional level [L1 Male International Student] ● “done with us not for us” [L1 International Male Student]

CHANGE OVER TIME

Mapping Student Journey Induction & Transition Start Year 1Start Year 2

Future Research Agenda “From Methodological Individualism to Methodological Relationalism” (Ho & Chiu 1998)

Experiential Workshop York July 5th “Student-Generated Induction A Social Identity Approach” Workshop venue: Royal York Hotel,