The Impact of the COVID-19 Pandemic on the Sense of Belonging of African International Students

This study examines how African international students at a research university found a sense of belonging on campus during the COVID-19 pandemic. The study adopted a qualitative research approach using semi-structured interviews. The findings revealed that African international students at the research university found a sense of belonging through student unions, a good campus culture and environment, student affairs professionals, and peers.

Sense of belonging is essential for all students. Goodenow (1993) described a sense of belonging in college as how much students feel personally accepted, respected, and supported by others in their academic and social environment. This study focused on how the COVID-19 pandemic affected the sense of belonging of African international students at a research university and explored where they find belonging on campus. We aimed to understand if international students in this research university felt a sense of belonging and, if they did, what factors assisted in their sense of belonging.

According to the literature, the COVID-19 pandemic has greatly affected the sense of belonging for African international students, adding new challenges to the ones they already faced (Szelei et al., 2022). Before the pandemic, students moved between countries for various reasons, but COVID-19 disrupted this process. Students had to deal with delays in university admissions and the switch to online learning, which made it harder for them to connect with their new communities (Tseu et al., 2023). The move to remote education left many students feeling isolated, as they found it difficult to engage meaningfully with their peers and professors (Erdei et al., 2023).

The pandemic also worsened mental health problems, especially for international students who already face more stress than domestic students. Research shows that international students are more likely to experience anxiety and depression because of social isolation and the difficulties of studying abroad during a crisis (Bimpong, 2023). This study aimed to examine a particular research university in the U.S. with an international student population of over 700.

The research questions for this study were:

1. How do African international students find a sense of belonging on campus? 

2. How did the COVID-19 pandemic affect African international students’ sense of belonging on campus? 

 

Methods

We used a phenomenological case study approach to understand the experiences of African international students during COVID-19 and how they built a sense of belonging. The study focused on a research university. As Patton (2015) stated, qualitative research does not need a large sample size, and the goal is not to generalize results. We conducted interviews with eight African international graduate students. Pseudonyms were used to ensure participants’ confidentiality.

To select participants who could provide valuable insights for the study (Patton, 2015), we focused on African international graduate students who were on campus during COVID-19. The sample included five females and three males. The data was analyzed by organizing it into codes and identifying key themes. From the analysis, key themes emerged. Below are findings of the study.

 

Findings

The Role of Friends and Professors 

A highly engaged student is likely to spend a significant amount of time on campus, regularly interact with faculty and fellow students, and actively participate in student organizations. These activities contribute positively to students’ sense of belonging. During the one-on-one interviews with participants, they emphasized the important role their friends and professors played in supporting them on campus.

One participant shared: 

I have [had] a lot of support throughout my college experience, especially from my best friend, who came to school with me. Other peers and professors have also been incredibly helpful. They are always available whenever I reach out, which makes me feel like I belong here.

Joy, another participant, explained, “Adjusting to campus life has been challenging at times due to the cultural differences, but my friends and professors have been a huge support…”

 

International Students’ Sense of Belonging 

Numerous studies have highlighted the significant impact of the COVID-19 pandemic on college students’ sense of belonging. During this time, students experienced increased social isolation, anxiety, and depression, while engagement and feelings of connectedness declined. Research shows that a sense of belonging can serve as a protective factor against depression and suicidal thoughts (McCallum & McLaren, 2010).

Among the participants in this study, Adey was the only African international student who felt disconnected during the pandemic. She shared that the experience was overwhelming as everything was new to her, making it difficult to understand the material taught online. Additionally, she found it challenging to communicate with her professors and friends. This aligns with the findings of many researchers, who have noted that international students were significantly affected by the COVID-19 pandemic. Additionally, Adey's sense of disconnection reflects the broader trends of anxiety and depression reported in other studies, which highlight the urgent need for targeted support systems for international students during such crises.

 

Classroom Contribution to Sense of Belonging 

The participants’ descriptions of their sense of belonging on campus highlighted how they personally experienced it. Their accounts aligned with Strayhorn’s (2019) concepts, particularly the idea that social identities intersect and affect college students’ sense of belonging and that a sense of belonging leads to other positive outcomes. Classroom participation and acceptance also played an important role in shaping students’ feelings of belonging. Pett shared her experience:

I contributed a lot in class, and my peers and professor appreciated my input. It made me feel good and included, despite being the only girl. I realized that when I feel excluded, it’s up to me to act and make myself feel involved. In that class, I truly felt a sense of belonging.

For Joe, the experience was equally positive. His classmates played a key role in helping him feel connected, organizing social activities, and providing academic support where needed. He expressed his gratitude, saying, “I found a family in my class, and I’m thankful for those wonderful people.” These experiences contrast with findings from researchers during the COVID-19 pandemic, where some students reported a lack of belonging. For others, classroom participation and peer support were key factors in fostering a strong sense of belonging.

 

Connecting with Campus Organizations and Unions 

Strayhorn’s (2019) research revealed that students who were involved in campus clubs, organizations, and committees tended to have a greater sense of belonging in college than their peers who were not involved. The African international students in this study joined various organizations on campus, yet they all felt a sense of belonging through these organizations. Kumi concluded, “I would like to say joining organizations on campus really helped me stay connected and feel belonged to campus and also helped me make good friends.” 

 

Discussion

The findings of the study focused on factors that support African international students’ sense of belonging in the school. The study shows that good interactions with peers and professors create an inclusive campus climate for African international students (Strayhorn, 2019). Student affairs professionals should make time for international students, provide the necessary support for them, and avoid discrimination or stereotypes that may affect international students’ transition. 

Secondly, the study affirms that joining campus organizations plays a critical role in creating a sense of belonging for African international students. International student organizations on campuses should be given the resources needed to organize activities that will bring them together. The international community in the school is very large; this is one of the reasons most international students choose the school. More international students should be given the opportunity to utilize their skills on campus to increase diversity.  

The findings also indicate that despite the general feeling of loneliness and isolation during COVID-19 within colleges, the school featured in this study provided resources to support international students’ sense of belonging. Interestingly, students’ sense of belonging during the early months of COVID and campus closure (May 2020) was not significantly different compared to pre-COVID (Gopalan et al., 2022). Research universities should continue to institute mechanisms to help foster a sense of belonging for international students.

 

Conclusion

To conclude, this study extends previous research on African international students’ sense of belonging and the impact of the COVID-19 pandemic by countering the notion that all African international students did not feel a sense of belonging during COVID-19 in colleges.  COVID-19 hit all higher education institutions globally, and its negative impact cannot be overlooked. However, for students in the research university, it took a different turn and affected them positively as they felt connected and supported on campus.

 

References 

Bimpong, B. K. (2023). Challenges facing African international students at researchuniversities in the United States. Journal of Education and Teaching Methods, 2(4), 116.https://doi.org/10.58425/jetm.v2i4.201

Erdei, L., Rojek, M., & Leek, J. (2023). Learning alone together: Emergency-mode educationalfunctions of international virtual exchange in times of the COVID-19 pandemic. Journal of Adult Learning Knowledge and Innovation, 6(1). https://doi.org/10.1556/2059.2022.00070

Goodenow, C. (1993). The psychological sense of school membership among adolescents:Scale development and educational correlates. Psychology in the Schools, 30(1), 79-90. https://doi.org/10.1002/1520-6807(199301)30:1<79::AID-PITS2310300113>3.0.CO;2-X

Gopalan, M., Linden-Carmichael, A., & Lanza, S. (2022). College students’ sense of belongingand mental health amidst the COVID-19 pandemic. Journal of Adolescent Health, 70(2), 228-233. https://doi.org/10.1016/j.jadohealth.2021.10.010

McCallum, C., & McLaren, S. (2010). Sense of belonging and depressive symptoms amongGLB adolescents. Journal of Homosexuality, 58(1), 83-96. https://doi.org/10.1080/00918369.2011.533629

Patton, M. Q. (2015). Enhancing the quality and credibility of qualitative analysis. HealthServices Research, 34(5 part 2), 1189–1208. https://pmc.ncbi.nlm.nih.gov/articles/PMC1089059/pdf/hsresearch00022-0112.pdf

Strayhorn T. L. (2019). College students’ sense of belonging: A key to educational success for all students (2nd ed.). Routledge. 

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Tseu, A., Ganesh, K., & Wirtz, D. (2023). Adjusting in a pandemic: experiences of incominginternational students. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1003051