In an era where diversity and inclusion are more critical than ever, the concept of belonging in higher education has emerged as a focal point for scholars, practitioners, and policymakers alike. The work of R.M. Johnson, as articulated in the forthcoming article in Educational Psychologist Review, unveils a comprehensive and nuanced approach to understanding belonging through what is termed the Intersectional Ecological Model. This model seeks to reframe traditional narratives around student belonging, highlighting the interplay of various identity factors and institutional contexts in shaping the experiences of students in higher education systems.
The Intersectional Ecological Model proposes that belonging is not a one-size-fits-all concept but rather a complex tapestry woven from individual identities, cultural backgrounds, and social determinants. As students navigate the myriad landscapes of higher education, their sense of belonging can be intricately linked to how their multiple identities intersect and interact with the educational environment. This model serves to illuminate the often-overlooked dimensions of belonging that are influenced by race, gender, sexuality, socio-economic status, and more, offering a broader understanding of how educational settings can cultivate or hinder belonging.
At the heart of this model lies the ecological perspective, which emphasizes the interconnectedness of individuals and their environments. By analyzing belonging through this lens, Johnson’s work urges us to consider the myriad contexts—both macro and micro—that contribute to a student’s sense of connection and inclusion. For instance, the influence of systemic policies, institutional culture, and peer relationships can either reinforce or undermine a student’s experience of belonging, thereby impacting their academic persistence and overall wellbeing.
A critical aspect of this model is its call for researchers and practitioners to adopt an intersectional approach to their work. Traditional models often overlook the complexity of student identities by focusing on singular characteristics. However, Johnson’s Intersectional Ecological Model champions the need for a more holistic understanding that honors the multitude of experiences and challenges faced by diverse student populations. Recognizing that students may simultaneously experience privilege and marginalization enables institutions to better tailor their support systems, policies, and practices to meet the needs of all students.
Johnson’s article also addresses the key role that universities and colleges play in fostering a sense of belonging among their student bodies. This entails not only addressing existing disparities but also actively creating environments that promote inclusivity and equity. Institutions must engage in critical self-reflection and systemic change to dismantle barriers that contribute to feelings of exclusion, aiming to transform campus climates into harmonious environments where all students can thrive.
An essential part of this discussion revolves around the implications for policy and practice. Johnson provides actionable recommendations for higher education stakeholders, urging them to implement initiatives that are informed by intersectional frameworks. For example, targeted support programs that acknowledge the unique challenges faced by first-generation students, students of color, and LGBTQ+ individuals can significantly impact their sense of belonging and academic success.
Moreover, fostering faculty and staff training on cultural competencies and intersectional pedagogies is indispensable. Educators equipped with the skills to recognize and address varied experiences of belonging can create more supportive classroom environments, helping to bridge the gap between students’ lived experiences and academic expectations. By doing so, institutions can make meaningful strides toward creating an inclusive and equitable academic landscape.
The article also delves into the importance of community engagement and collaborative partnerships, both within and outside the academic setting. Belonging extends beyond the campus walls, and by establishing connections with local communities, universities can create rich support networks that enhance students’ experiences. Engaging with diverse community stakeholders fosters a sense of belonging that resonates deeply with students, reinforcing their connection to their educational environments.
In light of the ongoing challenges posed by the global pandemic, the relevance of belonging has taken on new dimensions. Many students have faced unprecedented isolation, disruptions to their social networks, and heightened mental health challenges. Johnson emphasizes the necessity for timely interventions aimed at re-establishing those critical connections that underpin successful educational outcomes. Virtual support systems and inclusive online platforms can mitigate feelings of disconnection, allowing students to engage meaningfully, regardless of geographical limitations.
As we look towards the future of higher education, Johnson’s Intersectional Ecological Model emerges as a vital framework for understanding the complexities of belonging in this multifaceted landscape. By fostering inclusivity and embracing diversity at all levels, educational institutions can not only enhance students’ academic experiences but also contribute to their overall development as socially responsible citizens.
In conclusion, the work of R.M. Johnson beckons educational leaders to reimagine their commitment to belonging within their institutions. By embracing an intersectional ecological perspective, we can lay the groundwork for transformative changes that prioritize the diverse needs and experiences of all students. As higher education evolves, it is crucial that belonging is not merely seen as an abstract ideal but rather as a lived experience that shapes the academic and personal trajectories of countless individuals.
Through this comprehensive understanding, institutions can realize the profound benefits of cultivating an environment where every student feels they genuinely belong, ultimately driving success and innovation within academia and beyond.
Subject of Research: The complexities of belonging in higher education through an intersectional ecological model.
Article Title: Reframing Belonging in Higher Education: an Intersectional Ecological Model for Research, Policy, and Practice.
Article References: Johnson, R.M. Reframing Belonging in Higher Education: an Intersectional Ecological Model for Research, Policy, and Practice. Educ Psychol Rev 38, 1 (2026). https://doi.org/10.1007/s10648-025-10104-5
Image Credits: AI Generated
DOI: https://doi.org/10.1007/s10648-025-10104-5
Keywords: Inclusion, belonging, intersectionality, higher education, diversity, ecological model.
