Researchers and administrators have started to turn their focus to the issues and challenges second-year students face. Second-year students have the second highest attrition rate, coming second to the attrition rate of first-year students (Wellman, Johnson, & Steele, 2012). Research on second-year students indicated they face challenges in (a) feeling a sense of abandonment (Schreiner, Miller, Pullins, & Seppelt, 2012), (b) academic integration (Gansemer-Topf, Stern, & Benjamin, 2007), (c) social integration (Noel-Levitz, 2011), and (d) satisfaction with their experience (Juillerat, 2000). While research showed that living-learning communities (LLCs) can positively impact areas of academic and social integration (Brower & Inkelas, 2010), no research was found about the impact of continued participation in a LLC after the first year. The purpose of this study was to compare the sense of belonging experienced by second-year students who participated in a LLC their first year and the start of their second year with those who did not participate in a LLC after their first year, as measured by the Institutional Integration Scale (Pascarella & Terenzini, 1980).
This exploratory, post-test, quantitative research study was conducted at a large, public institution located in the southeast region of the United States with a limited number of respondents (n = 68). Analyses of the data collected did not show any statistically significant results comparing the sense of belonging between those who lived in a LLC their first year only and those who lived in a LLC their first two years. There were some statistically significant results when comparing the student’s level of involvement on the different subscales. Students who attended campus activities and events and/or were involved in a student organization connected more with faculty outside the classroom and advanced intellectually compared to those who were not.
The findings from this study and the literature call to a need to explore the creation of a specialized second-year student experience. Future research should look to creating an instrument that speaks to the challenges specific to second-year students.
This exploratory, post-test, quantitative research study was conducted at a large, public institution located in the southeast region of the United States with a limited number of respondents (n = 68). Analyses of the data collected did not show any statistically significant results comparing the sense of belonging between those who lived in a LLC their first year only and those who lived in a LLC their first two years. There were some statistically significant results when comparing the student’s level of involvement on the different subscales. Students who attended campus activities and events and/or were involved in a student organization connected more with faculty outside the classroom and advanced intellectually compared to those who were not.
The findings from this study and the literature call to a need to explore the creation of a specialized second-year student experience. Future research should look to creating an instrument that speaks to the challenges specific to second-year students.