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Article
Publication date: 11 November 2020

Maureen T.B. Drysdale, Sarah A. Callaghan and Arpan Dhanota

This study examined sexual minority status on perceived sense of belonging and compared sexual minority students and exclusively heterosexual students as a function of…

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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.

Details

Education + Training, vol. 63 no. 2
Type: Research Article
ISSN: 0040-0912

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