Exploring Belongingness in a DPT Program Using a Revised Belongingness Scale.

Abstract

Introduction: Research shows that belongingness positively correlates to students' academic performance and achievement. The lack of belongingness may limit students' progression within an educational setting and limit academic achievement. This exploratory study aims to explore belongingness among Doctor of Physical Therapy (DPT) students and describe the factors that influence belongingness within a single academic program.

Methods: The Belongingness in Higher Education Institutions (BES-HE) scale was revised for DPT students and was completed electronically by actively enrolled first and second-year students (n=58) at an individual private institution. Respondents also completed one open-ended prompt to describe factors that influenced their belongingness. Overall belongingness scores were reported along with comparative measures using Mann-Whitney U testing, and qualitative data was analyzed using thematic analysis.

Results: Students highlighted friendships, team-based learning, fitting in, class size, culture, program activities, and relationships with faculty as factors influencing belongingness within an academic program. Statistical significance for belongingness was found only within the variable of sexual orientation. Students self-identifying as LGBTQ+ reported a lower sense of belongingness in the subcategories of student community, integration, and total overall belongingness scores.

Conclusion: The BES-HE is one tool that could be used to measure belongingness and better understand the factors that influence belongingness within a DPT program.