Urban Middle Schoolers’ Opportunities to Belong Predict Fluctuations in Their Engagement Across the School Day-Reference-Cited by-同舟云学术

Urban Middle Schoolers’ Opportunities to Belong Predict Fluctuations in Their Engagement Across the School Day

Published:2022-08-08 Issue: Volume: Page:004208592211176
ISSN:0042-0859
Container-title:Urban Education
language:en
Short-container-title:Urban Education

Author:

Gray DeLeon L.¹^ORCID,Harris-Thomas Brooke²,Ali Joanna N.¹,Cummings Taylor N.³,McElveen Tamika L.⁴,Jones Tamecia R.¹

Affiliation:

1. North Carolina State University, Raleigh, NC, USA

2. Michigan State University, East Lansing, MI, USA

3. University of Nevada, Las Vegas, NV, USA

4. Purdue University, West Lafayette, IN, USA

Abstract

Existing measures of belonging in schools do not explicitly elevate the contextual and cultural insights of the educators and students they were designed to assess. Our study addresses this shortcoming through the co-creation of an Opportunities to Belong survey measure for urban middle schoolers. The tool was developed in partnership with practicing educators and normed around Black and Latinx students ( N = 225). Results of a multilevel confirmatory factor analysis revealed strong evidence for single factor structure. A within-persons multilevel model revealed that shifts in opportunities to belong predicted fluctuations in student engagement across different academic courses. Implications are discussed.

Funder

National Science Foundation

Publisher

SAGE Publications

Subject

Urban Studies,Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/00420859221117682

Reference89 articles.

1. The Theory and Practice of Culturally Relevant Education

2. Changing Social Contexts to Foster Equity in College Science Courses: An Ecological-Belonging Intervention

3. Is Adolescence a Sensitive Period for Sociocultural Processing?

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