Introduction
College is an important time for development since it is where many young people begin their journeys of self-discovery, intellectual inquiry, and the forging of lasting connections. Students’ college experiences are profoundly influenced by their social contacts, which facilitate learning, teamwork, and the development of social support networks. The influence of social contact on students’ academic achievement, mental health, and overall college experience has been studied extensively at bigger institutions; nonetheless, there is a need to better understand the particular dynamics of small college environments.
Communication, cooperation, and problem-solving are just few of the transferable abilities that may be honed via college’s social environment. Student resilience and achievement are bolstered by the development of social networks that can be relied upon for both emotional and practical support (Braxton, 2019). College students’ motivation, contentment, and general well-being may all benefit from more opportunities for social connection with their peers.
Classes are often smaller, instructors and students are more accessible, and there is a stronger sense of community at small colleges. Positive effects on students’ academic success and psychological well-being may result from the development of these traits, such as increased social ties and a strong feeling of belonging (Macionis et al., 2009). Students’ social lives and college experiences may be affected by factors such as an institution’s diversity, resources, and extracurricular offerings. Identifying solutions to promote students’ achievement and well-being requires an understanding of the unique dynamics of small college environments.
Purpose of the study
This research has three goals: first, to explore the correlation between social engagement and academic achievement. This paper examines how students’ relationships with one another in very intimate college environments affect their grades. We will learn how social connections like peer cooperation, study groups, and academic support networks affect academic achievement and perseverance in higher education.
The second aim of this research is to evaluate the effect of social contact on psychological well-being. College students’ mental health is crucial to their success and happiness. Focusing on stress management, coping methods, and the function of social support networks in fostering emotional well-being, this study will evaluate the effects of social interactions in small college settings on students’ mental health.
Finally, this research will discuss how social interactions shape the college experience, especially at smaller institutions. The research sheds light on the ways in which social connections may improve students’ engagement, pleasure, and overall college experience by examining factors including extracurricular activities, social gatherings, and a feeling of belonging.
Methodology
To better understand the experiences and social interactions of students at a small institution, this study will use an ethnographic approach by observing and participating in student life. The researcher will get a rich and complex knowledge of how students’ social interactions affect their academic achievement, mental health, and overall college experience thanks to the ethnographic study method.
Key Findings and Observations
In terms of living arrangements, Observations revealed that different living arrangements influenced social interactions and relationships among students. Dormitories fostered a strong sense of community, with residents forming close friendships and support networks. Shared apartments provided opportunities for students to bond with their roommates and form smaller social circles. Off-campus housing, on the other hand, seemed to create barriers to social interaction, as students living off-campus tended to be less involved in campus activities and had fewer opportunities to engage with their peers.
Students were more willing to collaborate on group projects and study sessions in the smaller classroom settings of colleges and universities. Courses, clubs, and other social networks were common places where students might form study groups to help one another out with their schoolwork (Macionis et al., 2009). One reason students do better at smaller institutions is because teachers have more time for each student and can provide them more personalized attention. Students found a sense of community and friendship via clubs and sports teams, among other extracurricular activities (Lipson & Eisenberg, 2018). Students’ social lives, leadership development, and overall education benefited by their participation in these extracurricular activities. Happiness among college students has been connected to involvement in extracurricular activities.
College students have cited a variety of causes of stress, including academic demands, financial concerns, and personal issues. The emotional and practical assistance as well as recreational and enjoyable activities provided by students’ social networks were vital in assisting them to cope with these challenges. Students who have close relationships with others seemed to be in better emotional and mental health overall.
It was found that college traditions like parties, cultural festivals, and other gatherings facilitated a stronger sense of community amongst students. Students were able to make friends outside of class via these get-togethers and connect over shared experiences (Schwitzer et al, 2018). Students who participated more in campus social and historical activities expressed a greater sense of belonging there. The school made an attempt to make its pupils feel at home by arranging events that taught them about other cultures, celebrated their uniqueness, and encouraged open dialogue. However, several students from marginalized groups reported feeling excluded or unwelcome, highlighting the need of maintaining inclusive programming.
Ethnographic study done in a small college setting revealed that students’ interpersonal connections had a substantial impact on their academic performance, mental well-being, and overall college experience (Stephens et al., 2018). This study’s findings inform strategies for creating a supportive and inclusive environment that promotes student success and well-being by tackling issues like housing, study habits, extracurricular activities, mental health, social events, diversity, and inclusion, and they shed light on the unique dynamics of social interactions in small college settings.
Analysis and Discussions
Students’ social networks were shown to have several favorable associations with both their own development and their academic performance. Collaborative learning contexts, such as study groups, were shown to increase academic success, while strong social networks were necessary for stress management and maintaining emotional well-being. Friends and acquaintances were shown to have a significant impact on students’ time in college. It is essential to cultivate a diverse and inviting campus community through creating inclusive places and giving chances for interaction. As a means of fostering acceptance and a feeling of community among all students, educational institutions should place special emphasis on diversity education, affinity groups, and individualized assistance for students from marginalized groups.
Kalkbrenner et al., (2021) also stressed the need of active instructor participation in encouraging constructive student community building. Professors who made an effort to connect with their students on a personal level helped foster a more welcoming classroom setting. Better academic performance and greater levels of satisfaction with the college experience resulted from students feeling more at ease requesting academic advice and support. In order to foster strong connections and an environment favorable to learning and cooperation, Macionis et al (2009) recommends that institutions should encourage faculty members to actively interact with students both in and out of the classroom.
Mentorship and support from upperclassmen were also found to be important in easing the transition to college and fostering a sense of belonging among first-year students, and the study highlighted the importance of orientation programs, first-year seminars, and peer mentoring initiatives in this regard (Schwitzer et al, 2018). Since interactions between new and returning students have the potential to greatly enhance the college experience for both parties, institutions should engage in initiatives that foster such connections.
Bowman et al., (2019) found that kids might benefit greatly from access to mental health services. Students’ ability to cope with stress and maintain an emotionally healthy state was greatly aided by the availability of mental health services on campus, such as counseling centers and stress-reduction workshops, in addition to the support they received from their social networks and connections. When it comes to creating a safe and welcoming campus community where students may develop intellectually, socially, and emotionally, nothing is more important than making sure that students have access to and are aware of the full range of mental health resources available to them.
Positive effects of social connection on academic achievement have been shown, and peer cooperation and study groups are crucial components. Stephens et al (2018) claims that groups of students working together on a project improves everyone’s ability to think critically, solve problems, and communicate effectively. There is evidence that shows that students who participate in study groups do better academically than those who do not (Billingsley & Hurd, 2019). In addition, students who participate in study groups are more likely to put in the effort required to succeeed.
Friends, family, and classmates all have an important part in a student’s ability to succeed in school. Student success, motivation, and resilience have all been proven to increase with the presence of strong social support networks (Kalkbrenner, 2021). Self-esteem and confidence in one’s own abilities to succeed in school are crucial to students’ overall success. College students’ mental health and ability to deal with stress have been demonstrated to greatly benefit from their social relationships. Schwitzer et al (2018) argue that having social support is protective against mental health problems because it acts as a “buffer” against stress. In a similar vein, Bowman et al (2019) discovered that having supportive relationships with others helped mitigate the unfavorable consequences of stress, boost mental health, and increase contentment with life.
“Some Principles of Stratification” by Kingsley Davis and Wilbert Moore, with a response by Melvin Tumin
Students’ coping mechanisms in times of adversity are significantly influenced by their social networks. Strong social networks are associated with the employment of adaptive coping techniques like problem-solving and reaching out for help rather than dysfunctional ones like withdrawal or drug addiction. Son et al (2020) found that having a strong social network helped college students deal with stress and keep their mental health in check. College life is much enhanced when students are able to make friends and feel accepted. Socially and intellectually integrated students are more likely to persevere and graduate from college, according to Braxton’s (2019) theory of student departure. Having friends and feeling accepted by the community may do wonders for your mental health and your grades (Lipson, 2018).
Clubs, sports teams, and other student groups serve a crucial role in connecting college students with one another and creating a feeling of belonging on campus. Braxton (2019) argues that extracurricular activities are important for students’ growth as individuals, as leaders, and as members of their communities. Students who take part in these events are exposed to a wider range of people in their campus community, are more likely to find people with whom they have things in common, and are more likely to form long-lasting connections. (Tieu & Pancer, 2009)
Limitations of the study
As an anthropological study, there is always the chance that the researcher’s preconceptions or personal experiences would color their interpretations of the data they gather (Jobson, 2020). Triangulation was used by the researcher to lessen the effects of these biases by comparing data from many sources (including focus groups, informal interviews, and participant observation). Moreover, given the study’s emphasis on a single tiny college, it’s possible that the results cannot be extrapolated to other college settings, such as bigger colleges or those with a notably different campus culture. More study is required to determine how different college environments affect students’ academic outcomes, psychological well-being, and overall college experience.
Selection bias in the study’s sample of participants is another possible flaw. Participation in the study or visibility to the researcher during observations may both increase with a student’s level of social activity, involvement in extracurricular activities, or academic success (Tumin, 1953). This might lead to an underrepresentation of students who have difficulty making relationships or who suffer unfavorable outcomes as a consequence of social variables, and an overemphasis on the positive benefits of social engagement. To learn more about the complete spectrum of experiences and possible implications of social contact within the college context, future research should attempt to include a more varied and representative sample of students (Braxton, 2019). The impact of social contacts on students’ academic achievement, mental health, and overall college experience may shift as students advance through college, hence longitudinal research may provide light on these dynamics.
Conclusion
This research shows that students’ academic performance, emotional health, and general contentment with their college experience are all positively affected by their social interactions with peers in small classes. It proves that small colleges may help students develop close-knit support systems, chances for group work and individual development, and a feeling of community. These results highlight the importance of universities as communities that foster meaningful social connections and contribute to the success and well-being of their students.
Furthermore, the research findings underscore the importance of addressing diversity and inclusion within small college communities. By fostering an inclusive environment that celebrates and respects the unique backgrounds and experiences of all students, colleges can help promote a sense of belonging and contribute to the overall satisfaction of their students. Implementing targeted support services for underrepresented students, promoting diversity training, and creating affinity groups are just a few of the strategies that can help small colleges cultivate a diverse and inclusive community. By prioritizing these efforts, small colleges can ensure that all students have the opportunity to form meaningful connections and fully engage in their college experience, ultimately contributing to their academic and emotional well-being.
References
Billingsley, J. T., & Hurd, N. M. (2019). Discrimination, mental health and academic performance among underrepresented college students: the role of extracurricular activities at predominantly white institutions. Social Psychology of Education, 22, 421-446.
Kalkbrenner, M. T., Jolley, A. L., & Hays, D. G. (2021). Faculty views on college student mental health: Implications for retention and student success. Journal of College Student Retention: Research, Theory & Practice, 23(3), 636-658.
Lipson, S. K., & Eisenberg, D. (2018). Mental health and academic attitudes and expectations in university populations: results from the healthy minds study. Journal of Mental Health, 27(3), 205-213.
Schwitzer, A. M., Moss, C. B., Pribesh, S. L., John, D. J. S., Burnett, D. D., Thompson, L. H., & Foss, J. J. (2018). Students with mental health needs: College counseling experiences and academic success. Journal of College Student Development, 59(1), 3-20.
Stephens, N. M., Fryberg, S. A., Markus, H. R., Johnson, C. S., & Covarrubias, R. (2018). Unseen disadvantage: how American universities’ focus on independence undermines the academic performance of first-generation college students. Journal of personality and social psychology, 102(6), 1178.
Kalkbrenner, M. T., Jolley, A. L., & Hays, D. G. (2021). Faculty views on college student mental health: Implications for retention and student success. Journal of College Student Retention: Research, Theory & Practice, 23(3), 636-658.
Bowman, N. A., Jarratt, L., Jang, N., & Bono, T. J. (2019). The unfolding of student adjustment during the first semester of college. Research in Higher Education, 60, 273-292.
Son, C., Hegde, S., Smith, A., Wang, X., & Sasangohar, F. (2020). Effects of COVID-19 on college students’ mental health in the United States: Interview survey study. Journal of medical internet research, 22(9), e21279.
Macionis, J., Benokraitis, N. V., & Ravelli, B. (2009). Seeing Ourselves: Classic. Contemporary, and Cross Cultural Readings in Sociology.
Tumin, M. M. (1953). Some principles of stratification: A critical analysis. American Sociological Review, 18(4), 387-394.
Braxton, J. M. (2019). Leaving college: Rethinking the causes and cures of student attrition by Vincent Tinto. Journal of College Student Development, 60(1), 129-134.
Jobson, R. C. (2020). The case for letting anthropology burn: Sociocultural anthropology in 2019. American Anthropologist, 122(2), 259-271.
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