2026 Undergraduate Research Showcase

Fostering Belonging in Gen Z Settings: A Qualitative Analysis

Document Type

Student Presentation

Presentation Date

4-24-2026

Faculty Sponsor

Dr. April Masarik

Abstract

Belonging is a foundational part of the human experience with significant implications for students’ identity development, wellbeing, motivation, and persistence in educational settings (Ajjawi et al., 2025; Baumeister & Leary, 1995). For Generation Z, defined as those born between 1997 and 2012, belonging is negotiated across interpersonal relationships, digital and hybrid learning environments, institutional cultures, and broader sociocultural landscapes.

This study is conceptually guided by Maslow's Hierarchy of Needs (1943) and Baumeister and Leary’s Need to Belong Theory (2012). Maslow’s theory proposed that once basic physiological and safety needs are satisfied, individuals seek love, belonging, and meaningful social connections. Complementing this view, Baumeister and Leary argue that the need for interpersonal attachment is a fundamental human motivation with critical emotional and behavioral consequences when satisfied or thwarted.

Using thematic content analysis following Braun and Clarke’s (2006) six-phase methodology, this study analyzed autobiographical narratives from 189 undergraduate students enrolled in upper-division psychology courses. Participants, primarily Gen Z emerging adults, reflected on experiences and relationships central to their identity development. Results linked student narratives to belonging theory and informed the development of six themes that may significantly support efforts to foster belonging across educational and social environments.

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