Urban Middle Schoolers' Opportunities to Belong Predict Fluctuations in Their Engagement across the School Day
Saved in:
| Title: | Urban Middle Schoolers' Opportunities to Belong Predict Fluctuations in Their Engagement across the School Day |
|---|---|
| Language: | English |
| Authors: | DeLeon L. Gray (ORCID |
| Source: | Urban Education. 2024 59(9):2583-2618. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 36 |
| Publication Date: | 2024 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1614107 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education Elementary Education Intermediate Grades |
| Descriptors: | Urban Schools, Middle School Students, Predictor Variables, Learner Engagement, Sense of Community, Educational Opportunities, School Schedules, African American Students, Hispanic American Students, Cultural Awareness, Test Construction, Adolescents, Barriers |
| DOI: | 10.1177/00420859221117682 |
| ISSN: | 0042-0859 1552-8340 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1442035 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 0042-0859 1552-8340 |
| DOI: | 10.1177/00420859221117682 |
