Another Path to Belonging: A Case Study of Middle School Students’ Perspectives

Abstract

This qualitative study explored students’ experiences in a small, early-college secondary school in the United States that intentionally aims to create a culture promoting accelerated academic achievement, particularly in the areas of science, technology, engineering, and math (STEM). Past research in the fields of both educational and developmental psychology has suggested that students’ sense of belonging plays a significant role in their social and academic functioning. Few studies, however, have explored how students’ sense of belonging is supported in settings that emphasise accelerated academic performance. The present study focused on students’ own understanding of the factors that contribute to their sense of belonging in this academically rigorous environment and extends current accounts of belonging, most of which have been quantitative in nature. The results of the present study highlight a distinction between social and academic belonging. Social belonging originated from students’ descriptions of their relationships with teachers and friends, alongside a noted lack of bullying behaviour, and an open and accepting social environment. Academic belonging originated from students’ accounts of meeting rigorous expectations, participating in a range of educational opportunities, receiving academic support from teachers, and sharing similar academic interests with peers. Some students reported experiencing one type of belonging without the other, suggesting that social and academic belonging are distinct aspects of students’ overall sense of school belonging. Future research should examine whether academic belonging provides an alternative pathway to the sense of school belonging in academic environments beyond the context examined in the present study.

Engaging Marginalized, “At-Risk” Middle-Level Students: A Focus on the Importance of a Sense of Belonging at School

“…Conversely, Green, Emery, Sanders, and Anderman [32] found that there was a clear distinction between social and academic SOBAS. Green et al surveyed 76 middle school students and conducted nine qualitative interviews as part of a larger, longitudinal project.…”

“…Academic belonging resulted from students' experiences in meeting high academic expectations, taking part in a variety of educational opportunities, obtaining academic support from teachers, and having shared academic interests with peers. There was evidence to suggest that social and academic belonging are discrete features of students' overall SOBAS; this was evident in that some students experienced one type of belonging without the other [32]. This has important implications for the connection of both academic and social belonging in school, particularly for at-risk students, where greater success is evident when both factors are in place.…”

Student’s Sense of School Belonging: School Influence

“…Paauglystės tarpsniu labiau nei kitu laikotarpiu reikalinga sava socialinė terpė, bendraamžių pripažinimas mokykloje (Green et al, 2016, Zins et al, 2004, išryškėja priklausymo, pasiekimų ir vadovavimo poreikiai (McClelland, 1988).…”

“…Tarpusavio ryšių trūkumas gali neigiamai veikti mokinių savęs suvokimą, pasitenkinimą gyvenimu ir jų norą mokytis. Geras mokytojo ir mokinio ryšys su mokykla, mokytojais ir bendraamžiais daro įtaką mokinių polinkiui tobulėti, visavertiškai socialinės grupės narystei (Green et al, 2016, Durlak, et al, 2011.…”

“…connect): padidina pasitikėjimą savimi, sukuria saugumo jausmą (Libbey, 2004); • pagalba (angl. contribute): mokytojai turi padėti sudaryti tinkamas sąlygas mokiniams realizuoti save (Green et al, 2016, Zins et al, 2004; • galimybė (angl. capable): mokiniai turi prisidėti prie mokyklinės veiklos ir jaustis mokytojų ir bendraamžių įvertinti (Battistich et al 2010;Furrer ir Skinner, 2003).…”