Randomly assigned use of public space significantly reduced the SES gap in belonging, but the race-by-condition interaction was not significant¶

Claim · All claims
Evidence · 1 study · review r2 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In the control condition higher-SES students reported more belonging than lower-SES students, but in the assigned public-space-use condition this difference was significantly reduced. → Bart-Plange 2025

Evidence¶

Bart-Plange 2025¶

Bart-Plange, D.-J., Henderson, K., Hoffman, K., & Trawalter, S. (2025). Critiquing and Reimagining Belonging in Public Spaces in Higher Education. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10061-z

q3 · i? · review · r2

In an experiment (Trawalter et al., 2021, Study 4), students were randomly assigned to visit various campus places while piloting a GPS app or to go about their day normally, then completed a belonging survey that evening. Assigned public-space use 'significantly reduced' the SES belonging gap; no effect size is printed.

"However, in the "use of public space" condition, this difference was significantly reduced, suggesting that use of public space on campus can reduce gaps in belonging at the university."

Discussion¶

Learner Variables¶

• Belonging — outcome: instruction changes it

Related Claims¶

• Students perceived as lower-SES take up less space in campus public spaces — related
• Lower-SES and racially minoritized students use less campus space and fewer public spaces, which is associated with lower belonging — a broader claim this one bears on