Year

2026

Season

Summer

Paper Type

Doctoral Dissertation

College

Silverfield College of Education and Human Services

Degree Name

Doctor of Education in Educational Leadership (EdD)

Department

Education

Committee Chairperson

Dr. Chris Janson

Second Advisor

Dr. Amanda Pascale

Third Advisor

Dr. Rakesh Maurya

Fourth Advisor

Dr. James Bartlett

Department Chair

Dr. Kristi Sweeney

College Dean

Dr. Dan Dinsmore

Abstract

       The transition to higher education is a significant life event requiring substantial social, academic, and psychological adjustment, during which a powerful sense of belonging is critical for student success and retention. While traditional models of student retention often prioritize support services and academic integration, they frequently overlook the intricate relational dynamics and deeply personal subjective experiences that shape belonging. This research utilized Q methodology to explore the multifaceted ways undergraduate students at the University of North Florida (UNF) understand and prioritize the determinants of institutional belonging. Guided by an integrated conceptual framework of Maslow’s Hierarchy of Needs, Self-Determination Theory, Social Identity Theory, and Attachment Theory, 38 participants performed a 43-item Q sort based on their personal perspectives of experiences that supported their sense of belonging during their first year. Factor analysis revealed four distinct viewpoints: Faculty Connection or Authentic Professor Connection (Factor A), Peer Relationships/Honest Academic Feedback (Factor B), Meaningful Dialogue and Diverse Interactions (Factor C), and Institutional Engagement and Environmental Familiarity (Factor D). Statistical consensus across all factors highlighted the universal importance of faculty authenticity and clear instruction, alongside a collective lack of reliance on Greek life for institutional integration. These findings provide higher education practitioners and policymakers with actionable evidence to move beyond surface-level inclusion toward nuanced, equity-centered practices that foster long-term student persistence.

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