Abstract

Cultivating trust and belonging is essential for student success in higher education, particularly for students from diverse cultural backgrounds (DCB) who face unique challenges in developing these connections. Research highlights lower levels of trust reported by DCB students toward peers and institutions, adversely impacting their academic performance and social integration (Van Maele & Van Houtte, 2010). The urgency of these issues is underscored by the demographic evolution in Utah's educational system, with projections indicating significant growth of students' diversity by 2065 (Hollingshaus et al., 2019). Because of these projected developments, this study investigates how DCB students conceptualize and experience trust and belonging, the factors influencing their development, and the relationship between these constructs. Grounded theory methodology guides the research, incorporating qualitative data from one-on-one interviews with 42 DCB students from Cumorah Academy. The methodology builds on prior studies of trust and belonging in education while addressing a critical gap at their intersection. Findings reveal that students from diverse cultural backgrounds see trust and belonging as deeply interconnected and mutually reinforcing, with trust forming the essential foundation for vulnerability, safety, and inclusion. Students repeatedly emphasized that without trust, there can be no true sense of belonging; belonging only emerges when emotional and spiritual connections are established through mutual respect, shared goals, and being trusted. Spirituality also plays a key role in shaping these experiences, highlighting the holistic nature of trust and belonging for DCB students. These insights have important implications for higher education institutions and BYU Multicultural Student Services, offering evidence-based strategies to foster and increase students' sense of trust and belonging, and inclusive academic environments. Specifically, the experiences of DCB students highlight the critical role of vulnerability, cultural sensitivity, and emotionally safe spaces in cultivating trust and belonging, elements that are directly linked to student engagement, resilience, and academic success.

Degree

EdD

College and Department

David O. McKay School of Education; Educational Leadership and Foundations

Rights

https://lib.byu.edu/about/copyright/

Date Submitted

2025-07-30

Document Type

Dissertation

Keywords

trust, belonging, vulnerability, student success, higher education, institutional trust

Language

english

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