This bachelor thesis sought to explore the sense of school belonging and social selectivity at the FHNW School of Business. Through an exploratory study involving business students, the research intended to identify potential challenges and explore intersecting factors among gender, social class, and ethnic background. Moreover, the thesis aimed to propose possible measures and recommendations for enhancing school belonging within the FHNW School of Business.

Methods applied in this bachelor thesis were secondary and primary research. For the primary research, a qualitative and explorative study among business students was conducted. 16 interviews were audio recorded and transcribed. A qualitative content analysis of the result was completed using the tool Maxqda. The secondary research included an analysis and summary of literature relevant for the investigation

The findings from primary research emphasise the importance of accounting for intersecting social identities in assessing students' sense of belonging at the FHNW School of Business. These considerations reveal significant differences among social groups, highlighting the need for targeted interventions. This study highlights disparities in higher education where privileged students receive substantial support, while socioeconomically disadvantaged peers face challenges. Students from upper social classes experience more freedom, financial support, and emotional assistance from their families. In contrast, lower-class students contend with familial and cultural obstacles, alongside parental pressure. The parental cultural capital reinforces these inequalities. Gender differences at the School of Business are reflected in hesitantly expressed concerns and self-doubt. Students with migration backgrounds feel disconnected, necessitating inclusivity efforts. To address these issues and foster equitable educational environment, diverse viewpoints must be integrated. Enhancing the communication strategy and expanding event offerings are potential measures that could promote inclusivity.