Black and Belonging at School: A Case for Interpersonal, Instructional, and Institutional Opportunity Structures

@article{Gray2018BlackAB,
  title={Black and Belonging at School: A Case for Interpersonal, Instructional, and Institutional Opportunity Structures},
  author={DeLeon L. Gray and Elan C. Hope and Jamaal S. Matthews},
  journal={Educational Psychologist},
  year={2018},
  volume={53},
  pages={113 - 97}
}
This article is guided by two goals: (a) to consider how race-based perspectives can serve as theoretical tools for investigating Black adolescents’ opportunities to belong at school, and (b) to describe cultural and political aspects of schooling that can support a sense of belongingness among Black adolescents. We discuss support for the belonging of Black adolescents in terms of interpersonal, instructional, and institutional opportunity structures. We provide a set of guiding questions for… 
Why Black Adolescents Are Vulnerable at School and How Schools Can Provide Opportunities to Belong to Fix It
This article discusses factors contributing to the belonging vulnerability of Black adolescents as well as educational policy considerations for providing Black adolescents with opportunities to
Promoting Social Inclusion in Educational Settings: Challenges and Opportunities
The goal of this article is to provide a critical analysis of barriers to social inclusion and integration in schools and propose inclusive educational practices that help connect and unite diverse
A Call for the Conceptual Integration of Opportunity Structures Within School Safety Research
Abstract Few studies explicitly examine how opportunity structures impact school safety, school climate, or bullying. This article applies school-centered ecological theory as a heuristic conceptual
The Need to Belong: a Deep Dive into the Origins, Implications, and Future of a Foundational Construct
TLDR
This article presents a brief review of belonging research with specific relevance to educational psychology and reflects upon their influential 1995 paper, “The need to belong: Desire for interpersonal attachments as a fundamental human motivation,” to explore the value and relevance of belonging for understanding human behavior and promoting well-being.
A caring climate that promotes belonging and engagement
When students have a strong sense of belonging in their school community, they are more likely to thrive academically. In a study of 55,000 secondary school students across the United States,
Humanizing Student–Teacher Relationships for Black Children: Implications for Teachers’ Social–Emotional Training
A growing number of scholars in the field of urban education compellingly demonstrate the myriad ways U.S. schooling for Black youth is dehumanizing. Social and emotional learning (SEL),
Acknowledging the Whiteness of Motivation Research: Seeking Cultural Relevance
This commentary revisits compelling arguments put forth by the contributors to this special issue on the role of race and ethnicity in academic motivation research. First, an overview of how race and
Reframing After-School Programs as Developing Youth Interest, Identity, and Social Capital
An increasing focus on academics in after-school programs overlooks the substantial potential for such spaces to support populations of students who are also most likely to disengage from traditional
“Inter-District School Transfers and the Role of Educators in Black Students’ Sense of School Belonging”
Inter-district racial and socioeconomic segregation continue to affect students’ educational opportunities. Housing mobility programs provide a way for low-income families to access lower-poverty and
...
1
2
3
4
5
...

References

SHOWING 1-10 OF 200 REFERENCES
Another Path to Belonging: A Case Study of Middle School Students’ Perspectives
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
A question of belonging: race, social fit, and achievement.
TLDR
Two experiments tested how belonging uncertainty undermines the motivation and achievement of people whose group is negatively characterized in academic settings, and an intervention that mitigated doubts about social belonging in college raised the academic achievement of Black students but not of White students.
Subdimensions of Adolescent Belonging in High School
Adolescents' sense of belonging in high school may serve a protective function, linking school-based relationships to positive youth outcomes. To advance the study of sense of belonging, we conducted
Academic identity formation and motivation among ethnic minority adolescents: the role of the "self" between internal and external perceptions of identity.
TLDR
Results show evidence for moderated mediation between SRL and academic self-efficacy, and self-regulated learning played its strongest mediating role between belonging and mastery and for low- efficacy students specifically.
Reforming Middle Schools: Focus on Continuity, Social Connectedness, and Engagement
This article provides a brief historical context and analysis of current middle school reform efforts to promote student engagement by facilitating social relationships. International comparisons of
Researching “Black” Educational Experiences and Outcomes: Theoretical and Methodological Considerations
This article delineates how race has been undertheorized in research on the educational experiences and outcomes of Blacks. The authors identify two dominant traditions by which researchers have
Civics Lessons: The Color and Class of Betrayal.
This article draws from research conducted with poor and working-class youth in California attending schools that suffer from structural disrepair, high rates of unqualified teachers, high teacher
A longitudinal study of school belonging and academic motivation across high school.
TLDR
Examination of how school belonging changes over the years of high school, and how it is associated with academic achievement and motivation, highlighted the importance of belonging for maintaining students' academic engagement during the teenage years.
School as a Context for “Othering” Youth and Promoting Cultural Assets
Background/Context Schools are cultural contexts that have the power and potential to promote students’ cultural assets or “other” youth in a way that keeps them from creating meaningful academic
Identity, Belonging, and Achievement
In this article we discuss how social or group identities affect achievement. We also present a model of identity engagement that describes how a salient social identity can trigger psychological
...
1
2
3
4
5
...