Author ORCID Identifier

https://orcid.org/0009-0002-0283-049X

Date Available

5-15-2025

Year of Publication

2025

Document Type

Master's Thesis

Degree Name

Master of Science (MS)

College

Agriculture, Food and Environment

Department/School/Program

Community and Leadership Development

Faculty

Dr. Stacy K. Vincent

Faculty

Dr. Rebekah Epps

Abstract

The purpose of this study was to explore how sense of belonging, loneliness, and distinctiveness affect students in the Martin-Gatton College of Agriculture, Food and Environment (M-G CAFE). By examining the intersection of student demographics and their experiences, this research aimed to provide a deeper understanding of the dynamics that shape students’ agricultural experiences at the postsecondary level. This study investigates the relationship between student characteristics and their reported levels of belonging and loneliness, and how these factors influence perceptions of their representation and distinctiveness within the M-G CAFE program. An explanatory sequential mixed methods design was employed, beginning with the collection of quantitative survey data to identify patterns and relationships among students’ sense of belonging, loneliness, and distinctiveness. Findings from the quantitative phase revealed significant differences, with upperclassmen women of color reporting lower belonging and higher loneliness, while freshmen white men reported higher belonging and lower loneliness. Following the survey, qualitative focus groups were conducted to delve deeper into these experiences, revealing themes such as belonging through homophily, the roles of gatekeepers and advocates, and the impact of perceived imagery on students’ emotional experiences. These insights provided a nuanced understanding of how students navigate their identities within the college and how they respond to the challenges of underrepresentation and stereotyping. This study highlights the importance of addressing institutional factors such as gatekeeping behaviors, representation in faculty and curriculum, and the need for tailored support systems. The findings offer recommendations for improving student engagement and fostering a more inclusive, supportive environment within M-G CAFE, ensuring that students from diverse backgrounds feel valued and have the resources to succeed.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2025.213

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