Belonging and Not Belonging: The Case of Newcomers in Diverse US Schools

Autor/inn/en	Russell, S. Garnett; Mantilla-Blanco, Paula
Titel	Belonging and Not Belonging: The Case of Newcomers in Diverse US Schools
Quelle	In: American Journal of Education, 128 (2022) 4, S.617-645 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/720363
Schlagwörter	High School Students; Diversity (Institutional); Group Membership; Interpersonal Relationship; Sense of Community; Student Diversity; Student Experience; Social Isolation; Student Characteristics; Social Discrimination; Student Attitudes; Student Participation; Arizona; New York + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Gruppenzugehörigkeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Studienerfahrung; Soziale Isolation; Soziale Benachteiligung; Soziale Schließung; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	Purpose: Schools play an important role in the incorporation of newcomer students and for determining who belongs and does not belong to the nation-state. In this article, we analyze students' experiences of belonging and exclusion in diverse high schools. Research Methods/Approach: We use survey and interview data from a mixed-methods study conducted in four high schools in Arizona and New York. We ask, What individual, school, and social contextual factors explain students' sense of school belonging? How do students from diverse backgrounds understand and experience belonging in school? Findings: We find that students understand belonging as emerging from their own individual characteristics (including newcomer status and identifying as Latinx), the school environment (participation in clubs and class discussion), and their perceptions and experiences of the social context, including incidents of discrimination. Implications: Findings from our study have important implications for the rosutdle of diverse schools not only in fostering belonging but also in countering broader experiences of discrimination and exclusion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01