Exploring a low sense of social belonging in first-generation students in post-pandemic university in Austria

The study explores the social belonging of first-generation students in a large university in Austria after the pandemic. While social belonging is a complex notion and nebulous to define, this study applies n enhanced concept of student engagement, which views student engagement as active involvement and social belonging on behalf of a student, and as integration and social support measures on behalf of the university. A strong sense of social belonging is on the one hand fundamental to becoming a student and the likelihood to graduate, however, the institution must also provide social support and academic integration on the other hand. This study explores the social belonging of seven first-generation students in Austrian higher education applying a qualitative approach using narrative interviews. The findings illustrate that first-generation students navigate higher education under significant economic constraints and experience intermittent access to social support measures. They hold strong feelings of social belonging with friends outside the university and do not make new friends at university easily. The study shows that first-generation-students depend on financial and social support by their families more than others and that negative sentiments during studying block their active involvement in class, and thus their sense of belonging.