Having lived, studied and worked in various countries, Dr. Marina Morgenshtern pays special attention to the role of social structure in individual lives. This lens guides her research interest in finding out informative approaches that facilitate inclusivity and respect to differences and finding ways for the academic community to contribute toward making a concrete and constructive difference in the lives of students.

With this interest in mind, she turned to students to explore their experiences and their sense of belonging in academia and use student accounts to inform institutional practices of inclusion, recognition and equity.  

As a former international student herself, the experienced researcher, now assistant professor with Trent’s B.S.W. program in both Peterborough and Durham GTA, is familiar with “belonging uncertainty” that can afflict students from historically disadvantaged groups, including immigrant, racialized or sexual minorities as well as students new to the university environment. The intense feeling can be detrimental to academic outcomes and lead to loneliness and isolation.

Studying the student experience

To further explore this area, Prof. Morgenshtern has launched a study at Trent Durham’s growing campus to understand the students’ sense of belonging. 

The findings suggest that a welcoming space for diversity; feeling recognized, validated and engaged by faculty, administration and staff; and feeling valued, cared for and accepted by fellow students are crucial. And, the entire community, i.e. administration, faculty, student services and students, should proactively engage in creating the institutional ethos of belonging, inclusion, diversity and equity.

“The findings of this research enhance my attention to the connection between students’ academic and social lives, and the importance of sense of belonging to the academic community,” states Prof. Morgenshtern.

Social work is a powerful teacher

Prof. Morgenshtern is dedicated to giving voice to those marginalized and to including their lived experiences and knowledge into the practice and knowledge base of social work.

She likes sharing what she has learned with her students and has high hopes for them.

“I would like our students to create legitimate space for different truths and lived experiences; to create environments where people are always seen, heard and properly taken care of; to create conversations that validate different perspectives; and to rearrange positions in the society so that no group of people is at a greater advantage than the other.”