Sense of belonging of sexual minority students participating in work-integrated learning programs

Abstract

Purpose

This study examined sexual minority status on perceived sense of belonging and compared sexual minority students and exclusively heterosexual students as a function of participating in work-integrated learning (WIL).

Design/methodology/approach

A cross-sectional, quantitative design was used with participants grouped by sexual minority status and participation in WIL.

Findings

Sexual minority students (WIL and non-WIL) reported lower sense of belonging than exclusively heterosexual students (in WIL and non-WIL). Sexual minority students in WIL also reported significantly weaker sense of belonging compared to non-WIL sexual minority students suggesting that WIL presents some barriers to establishing a strong sense of belonging for sexual minority students.

Originality/value

The findings provide evidence for developing programs to ensure all students are in a safe environment where they can develop and strengthen their sense of belonging regardless of minority status. This is important given that a sense of belonging impacts mental health and overall well-being.

Citation

Drysdale, M.T.B., Callaghan, S.A. and Dhanota, A. (2021), "Sense of belonging of sexual minority students participating in work-integrated learning programs", Education + Training, Vol. 63 No. 2, pp. 182-194. https://doi.org/10.1108/ET-06-2020-0156