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Urban Middle Schoolers' Opportunities to Belong Predict Fluctuations in Their Engagement across the School Day

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Title: Urban Middle Schoolers' Opportunities to Belong Predict Fluctuations in Their Engagement across the School Day
Language: English
Authors: DeLeon L. Gray (ORCID 0000-0003-4702-2891), Brooke Harris-Thomas, Joanna N. Ali, Taylor N. Cummings, Tamika L. McElveen, Tamecia R. Jones
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
FullText Text:
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  Data: Urban Middle Schoolers' Opportunities to Belong Predict Fluctuations in Their Engagement across the School Day
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  Data: <searchLink fieldCode="AR" term="%22DeLeon+L%2E+Gray%22">DeLeon L. Gray</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4702-2891">0000-0003-4702-2891</externalLink>)<br /><searchLink fieldCode="AR" term="%22Brooke+Harris-Thomas%22">Brooke Harris-Thomas</searchLink><br /><searchLink fieldCode="AR" term="%22Joanna+N%2E+Ali%22">Joanna N. Ali</searchLink><br /><searchLink fieldCode="AR" term="%22Taylor+N%2E+Cummings%22">Taylor N. Cummings</searchLink><br /><searchLink fieldCode="AR" term="%22Tamika+L%2E+McElveen%22">Tamika L. McElveen</searchLink><br /><searchLink fieldCode="AR" term="%22Tamecia+R%2E+Jones%22">Tamecia R. Jones</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Urban+Education%22"><i>Urban Education</i></searchLink>. 2024 59(9):2583-2618.
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  Data: 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
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  Data: Y
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  Data: 36
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  Data: 2024
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Sense+of+Community%22">Sense of Community</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Opportunities%22">Educational Opportunities</searchLink><br /><searchLink fieldCode="DE" term="%22School+Schedules%22">School Schedules</searchLink><br /><searchLink fieldCode="DE" term="%22African+American+Students%22">African American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+American+Students%22">Hispanic American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Awareness%22">Cultural Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Construction%22">Test Construction</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink>
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  Data: 10.1177/00420859221117682
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  Data: 0042-0859<br />1552-8340
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: 2024
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  Data: EJ1442035
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        Value: 10.1177/00420859221117682
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      – SubjectFull: Urban Schools
        Type: general
      – SubjectFull: Middle School Students
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      – SubjectFull: Predictor Variables
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Adolescents
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      – TitleFull: Urban Middle Schoolers' Opportunities to Belong Predict Fluctuations in Their Engagement across the School Day
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