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<p>A sense of belonging has long been regarded as an important component for thriving in higher education institutions (HEIs). However, belonging may also have certain insidious consequences. HEIs often espouse permeability beliefs—a set of beliefs about whether advancement and higher status are attainable for individuals like themselves. These beliefs have shown to undermine perceptions of group-based inequality. Hence, it is vital to understand whether a heightened sense of belonging may be associated with individuals’ tendency to endorse these beliefs. We examined these effects in STEM higher education, a context in which women’s belonging is challenged, and perceived permeability is particularly salient. A meta-analysis of five experiments (<i>N</i> = 1485) demonstrated that higher (vs. lower) levels of belonging were positively associated with permeability beliefs. We could not demonstrate indirect effects of belonging on expectations to succeed, collective action intentions for gender equality in society, or support for gender equality initiatives. Together, these indicate that belonging interventions should not only consider belonging as an individual psychological need but also as a contributor to intergroup relations that can inadvertently reify the status quo.</p>

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The potentially insidious consequences of belonging for inequality: associations between university students’ sense of belonging and perceived permeability

  • 期刊论文

  • 发表日期：

    2026年5月29日

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  • Daniela Fernández,
  • Christopher Begeny,
  • Morgana Lizzio-Wilson,
  • Michelle Ryan

摘要

A sense of belonging has long been regarded as an important component for thriving in higher education institutions (HEIs). However, belonging may also have certain insidious consequences. HEIs often espouse permeability beliefs—a set of beliefs about whether advancement and higher status are attainable for individuals like themselves. These beliefs have shown to undermine perceptions of group-based inequality. Hence, it is vital to understand whether a heightened sense of belonging may be associated with individuals’ tendency to endorse these beliefs. We examined these effects in STEM higher education, a context in which women’s belonging is challenged, and perceived permeability is particularly salient. A meta-analysis of five experiments (N = 1485) demonstrated that higher (vs. lower) levels of belonging were positively associated with permeability beliefs. We could not demonstrate indirect effects of belonging on expectations to succeed, collective action intentions for gender equality in society, or support for gender equality initiatives. Together, these indicate that belonging interventions should not only consider belonging as an individual psychological need but also as a contributor to intergroup relations that can inadvertently reify the status quo.