DeLeon L. Gray, Brooke Harris-Thomas, Joanna N. Ali, Taylor N. Cummings, Tamika L. Mcelveen, Tamecia R. Jones
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引用次数: 3
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.
期刊介绍：
Get hard-hitting, focused analyses of critical concerns facing inner-city schools in Urban Education. For almost 40 years, Urban Education has provided thought-provoking commentary on key issues from gender-balanced and racially diverse perspectives. Subjects include: •Mental health needs of urban students •Student motivation and teacher practice •School-to-work programs and community economic development •Restructuring in large urban schools •Health and social services
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