Near-Peer Course Support and Students’ Sense of College Belonging in Large Enrollment Upper-Level Psychology Courses

Abstract

In the college context, a sense of belonging tends to be positively associated with academic outcomes and wellbeing, especially among underrepresented students such as students from racial/ethnic minority backgrounds. However, facilitating a sense of belonging in large college classrooms remains a challenge. Near-peer instructional models can enhance retention, academic performance, and psychological factors like growth mindset and self-efficacy. However, research primarily has focused on introductory medical and STEM courses, leaving a gap in understanding their impact on upper-level psychology courses, which are also vital for retention and often serve as transfer students' entry point to four-year institutions.This research aims to address this gap by examining the relationship between students' sense of college belonging and their connectedness to near-peer instructors (Learning Assistants) in large upper-level psychology courses. Two studies were conducted to explore this relationship, focusing on how students' sociodemographic characteristics and the shared minority status between students and Learning Assistants influence this connection. My analysis highlights the potential of Learning Assistants (LAs) to facilitate a sense of belonging among upper-level psychology students in large enrollment classes, while also revealing some theoretically unexpected results and areas for future research. On one hand, the findings underscore the significant role LAs can play in fostering a sense of belonging, which is essential for academic success, retention, and overall well-being. On the other hand, their effectiveness may vary based on learner characteristics. Future research should identify specific factors that influence these dynamics to better leverage near-peer support for diverse student populations.