Blog 3/ The Myth of Belonging in Higher Education: Why Real Inclusion Takes More Than Words
Belonging isn’t the responsibility of one office or program—it’s the heartbeat of an institution’s culture.
“Belonging” has become one of higher education’s favorite buzzwords.
It is printed on flyers, woven into strategic plans, and echoed in leadership meetings. But for many students—particularly those from marginalized backgrounds—belonging still feels like something that has to be earned rather than something freely given.
Having worked across multiple areas of higher education, I’ve learned that belonging is not a slogan—it is a lived experience. It’s felt in the tone of a classroom discussion, in the openness of campus spaces, and in the way policies translate into practice. When those experiences are missing or inconsistent, students notice.
The Promise vs. The Reality
Most institutions promise inclusion. Few truly practice it.
When universities promote belonging, the message often centers on fitting in—encouraging students to adapt to existing norms rather than questioning whether those norms serve everyone equally. True belonging, however, isn’t about comfort—it’s about connection. It’s about creating environments where students feel seen, supported, and empowered to express their full selves.
I’ve watched how small, intentional actions can make a difference: a professor remembering a student’s name, an advisor taking time to listen without judgment, a staff member ensuring all voices are represented in decision-making spaces. These moments of recognition might seem small, but to students navigating unfamiliar or inequitable systems, they’re everything.
What Belonging Really Looks Like
In theory, belonging sounds simple—everyone wants to feel accepted. But in practice, it takes courage from leadership and community alike.
Belonging thrives when institutions treat it as a shared responsibility, not just an initiative. It requires humility to listen when students and staff point out where structures fail to meet their needs. It also requires consistent investment—in mentorship, representation, and spaces that allow students to be more than statistics.
In my years working within colleges and universities, I’ve seen belonging come alive when community is built intentionally: where mentorship bridges the gap between aspiration and access, and where cultural understanding is woven into the campus fabric—not added on as an afterthought.
A Cup of Clarity
So, what would higher education look like if belonging weren’t a buzzword, but a way of being?
It would look like classrooms where every student’s voice contributes to the learning environment.
It would look like leadership teams that reflect the diversity of their campuses.
It would look like spaces that center listening just as much as lecturing.
Belonging isn’t the responsibility of one office or program—it’s the heartbeat of an institution’s culture. When it’s strong, students flourish. When it’s missing, even the most talented students struggle to stay connected.
A Gentle Reflection for Students
If you’re an educator, I invite you to take a quiet moment this week to notice who feels unseen in your classroom or workspace—and then take one step to change that. Sometimes inclusion begins not with a policy, but with a personal act of empathy.
And if you’re a student navigating a campus that doesn’t always make space for you, please remember this: your presence is powerful. You belong, not because the system validates you, but because you bring something no one else can.
Final Pour
Belonging is not built overnight. It is brewed through daily choices - to see people, to listen, and to lead with care.
In a world that often measures success by output, may higher education never forget belonging is what turns institutions into communities.
Remember, bold conversations, brewed fresh - one cup at a time!
Dr. Courtney Nicole Johnson
Founder of CourtneyCoffeeChats
Bold Conversations, Brewed Fresh.
Blog 3/ The Myth of Belonging in Higher Education
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