Belonging in the ACADEMY
As a Christian institution, God is revealed in places both expected and unexpected at Pepperdine. While this phenomenon is not limited to the classroom, places of academic introspection beg to be filled up with the inquiry inspired by viewpoints and vast planes of knowledge guided by diverse voices. In an academic community built on the tireless work of dedicated individuals from backgrounds of all types, God's hand in crafting Pepperdine's scholarly enterprise is undeniable.
While Pepperdine is committed to fostering inclusivity and open exploration in the classroom, feelings of otherness and impostor syndrome—persistent, internalized fears that cause individuals to doubt their skills, talents, or accomplishments—abound in the academy. Whether in young scholars' budding identities as college students, academicians' journeys rising through the ranks in an institution that reflects their values, or administrators' desires to connect deeply with their constituents, the feeling of belonging is vital to success in each individual's scholastic endeavors and communities.
Students' sense of belonging, especially, is reflected in their academic performance, retention rates, and community involvement, as well as their overall well-being and connectedness to the university. And, as students transition from class to class and year to year, their sense of belonging may evolve and be threatened by circumstances beyond their control. The academy plays a vital role in this endeavor with its power to invite diverse voices to the table and provide accepting places for all members to be seen, heard, and validated. As an academic community finds its home in its collegiate life, cultivating a sense of belonging within that community is critical to reinforcing each person's inherent value and empowering each to thrive.
Pepperdine places in the top 50 universities in the nation
U.S. News & World Report 2021 Best Colleges