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Thirty-five students from diverse backgrounds participated in focus groups and interviews, reporting differences between domestic and international students. Language insecurity in official languages is identified as a major barrier. Results highlight the need for courses and campus events fostering intercultural dialogue.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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\nKailey Penner  \nUniversité de Saint-Boniface  \nFlorette Giasson  \nUniversité de Saint-Boniface  \nDanielle de Moissac Université de Saint-Boniface  \nKevin Prada  \nUniversité de Saint-Boniface  \nRhéa Rocque Université de Saint-Boniface  \nPaul Brochu  \nUniversité de Saint-Boniface  \nAbstract  \nPerceived sense of belonging and positive social climate on campus are crucial elements for post-secondary students, as they contribute to academic achievement, positive mental health, and help-seeking. Few studies have explored post-secondary students’ sense of belonging and perceptions of social climate in an official language minority campus, which attract Canadian-born francophones, anglophones who pursue higher education in their second language, and francophone international students. With declining student mental health and greater ethnolinguistic diversity of post-secondary students on Canadian campuses, this important study aims to explore francophone students’ perceived sense of belonging and social climate on campus. In total, 35 students from different ethnolinguistic backgrounds took part in focus groups or individual interviews. Domestic students with French as their first language more often reported positive social climate on campus and a sense of belonging, in contrast to international students and students with French as a second language. A common obstacle to connecting with others was language insecurity in one of the official languages, as both are currently used on campus. Universities hosting students of multiple linguistic diversities should provide courses and campus events to stimulate intercultural knowledge and dialogue.  \nKeywords: post-secondary, sense of belonging, social climate, official language linguistic minority, language insecurity  \nRésumé  \nPour les étudiants de niveau postsecondaire, une perception positive du climat social et un sentiment d’appartenance sont essentiels, car ils contribuent à la réussite scolaire, à une bonne santé mentale et à la recherche d’aide. Peu d’études ont exploré le sentiment d’appartenance et les perceptions du climat social chez les personnes qui étudient dans un établissement postsecondaire en situation de minorité linguistique attirant des francophones d’origine canadienne, des anglophones qui poursuivent des études supérieures dans leur langue seconde et des étudiants internationaux francophones. En raison du déclin de la santé mentale des étudiants et d’une plus grande diversité ethnolinguistique sur les campus canadiens, cette étude importante vise à explorer le sentiment d’appartenance et le climat social perçus par les étudiants francophones sur le campus. Au total, 35 étudiants d’origines ethnolinguistiques variées ont participé à des groupes de discussion ou des entretiens individuels. Les étudiants canadiens dont le français est la langue maternelle ont plus souvent signalé un climat social positif sur le campus et un sentiment d’appartenance que les étudiants internationaux et les étudiants dont le françaisest la langue seconde. L’insécurité linguistique dans l’une des langues officielles, toutes deux étant couramment utilisées sur le campus, était un obstacle considérable aux échanges entre étudiants. Les universités accueillant des étudiants de profils ethnolinguistiques variés devraient donc proposer des cours et des événements sur le campus pour stimuler la connaissance et le dialogue interculturels.  \nMots-clés : postsecondaire, sentiment d’appartenance, climat social, minorité de langue officielle, insécurité linguistique  \nCanadian Journal of Higher Education | Revue canadienne d’enseignement supérieur 51:3 (2021)   \nIntroduction  \nPost-secondary institutions are ideal settings for emerging adults to meet others and develop new friendships. At this time in their life, when personal and psychosocial identities continue to develop (Arnett, 2000), emerging adul","cbCaiio3LIKTNwEG","https://ap.wps.com/l/cbCaiio3LIKTNwEG","pdf",193318,14,"English","# Introduction\n## Belonging and social climate in post-secondary contexts\n## Linguistic minority settings and ethnolinguistic identity","[{\"question\":\"Why are perceived sense of belonging and social climate important for post-secondary students?\",\"answer\":\"They contribute to academic achievement, positive mental health, and help-seeking behaviors.\"},{\"question\":\"What groups were included in the study and how many participants took part?\",\"answer\":\"Thirty-five students from different ethnolinguistic backgrounds participated through focus groups or individual interviews.\"},{\"question\":\"What obstacle to connecting with others did the study identify?\",\"answer\":\"Language insecurity in one of the official languages, both of which are used on campus, hindered student connections.\"}]","Sense of Belonging and Social Climate in an Official Language Minority Post-Secondary Setting | PDF",1792084088,35]