Latino Men’s Sense of Belonging Experiences in a Community College Developmental Mathematics Classroom

Abstract

Using a phenomenological approach, we examined the sense of belonging for first-generation Latino men enrolled in a developmental mathematics course at a Hispanic-Serving Institution. The focus was on faculty-student interactions that fostered a sense of belonging. Data were collected through individual, semistructured interviews. Participants revealed specific instructor practices and qualities that created a sense of belonging. The results inform faculty on experiences that create a sense of belonging within a mathematics classroom.