ABSTRACT In this study, we explore how interactions with faculty influence first-year geoscience students’ negotiations of belonging in a study programme. We situate the study within the field of retention and use the concepts of belonging and culture to analyse our empirical material, collected through ethnographic fieldwork. We explore how faculty–student interactions during geoscientific fieldwork and in an “interview exercise” give students access to explicit and tacit knowledge about doing geoscience research, the department culture and possible careers in geoscience. The analysis shows that faculty–student interactions offer important avenues for the students’ negotiations of how they belong in the study programme (who they are) and in assessing their future possibilities (who they want to become). However, while positive for some students, the perceived needs to be highly devoted to the discipline and to perform in the field poses challenges for other students’ sense of belonging in the geoscience programme. By situating activities in the wider context of the culture of the study programme and analysing the combined effect of different faculty–students interactions, we find that institutions must offer first-year students possibilities for creating a sense of belonging that are varied, authentic and inclusive.

中文翻译：

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学生对地球科学归属感的谈判：进入大学时的师生互动体验

摘要 在这项研究中，我们探讨了与教职员工的互动如何影响地球科学一年级学生在学习计划中的归属感谈判。我们将研究置于保留领域内，并使用归属感和文化的概念来分析我们通过民族志田野调查收集的经验材料。我们探索了师生在地球科学实地考察和“面试练习”中的互动如何让学生获得有关从事地球科学研究、部门文化和地球科学可能职业的显性和隐性知识。分析表明，师生互动为学生协商他们在学习计划中的归属（他们是谁）和评估他们未来的可能性（他们想成为谁）提供了重要的途径。然而，虽然对一些学生来说是积极的，对学科的高度投入和在该领域的表现的感知需求对其他学生在地球科学课程中的归属感提出了挑战。通过将活动置于学习计划文化的更广泛背景中并分析不同师生互动的综合影响，我们发现机构必须为一年级学生提供创造多样化、真实和包容的归属感的可能性.