Date of Award

1-2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Program/Concentration

Medical & Health Profession Education - Contemporary Human Anatomy Education

Committee Director

Peggy Gesing

Committee Member

Laura Soulsby

Committee Member

Eushekia Hewitt

Abstract

This phenomenological study explored the complex phenomenon of sense of belonging (SB) among diverse health professions educators (HPEs) and non-health professions educators (non-HPEs) at a Canadian community college. SB, as a dynamic construct shaped by an individual's perception of being valued and respected, is influenced by personal preferences and by complex interactions with the individual's surroundings. To better understand SB and foster a more inclusive environment for diverse educators, it is necessary to investigate SB among these educators. This qualitative study used eleven semi-structured interviews and seven steps of data analysis. The results of this study can inform strategies, policies, and practices that enhance the well-being, retention, job satisfaction, and success of diverse educators.

The findings reveal that collegial relationships, supervisory support, value consonance, and interactions with students collectively contribute to educators’ SB. Three key themes emerged regarding colleague relationships: feedback and collaboration, everyday behavior and celebrations, and mentorship. Supervisory support influenced SB through active, inclusive communication, support for diversity, and fair treatment. Value consonance was shaped by alignment between institutional values and educators’ values, while students considerably enhanced SB through feedback, mutual connections, classroom engagement, and navigating through self-doubt. Notably, the study found no differences between HPEs and non-HPEs in their overall experiences of belonging.

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DOI

10.25777/fzfm-mc94

ISBN

9798276041797

ORCID

0000-0001-9593-2668

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