Race and Belonging in School: How Anticipated and Experienced Belonging Affect Choice, Persistence, and Performance
Race and Belonging in School: How Anticipated and Experienced Belonging Affect Choice, Persistence, and Performance
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学校中的种族和归属感：预期和经验丰富的归属感如何影响选择、坚持和表现
DOI：
10.1177/016146811511701204
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发表时间：
2015
期刊：
影响因子：
--
通讯作者：
Sabrina Zirkel
中科院分区：
文献类型：
--
作者：
M. Murphy;Sabrina Zirkel
背景/背景学校的归属感是一种复杂的结构，它在很大程度上依赖于学生对教育环境的看法，特别是他们与其他学生的关系。一些研究表明，学校的归属感对所有学生都很重要。然而，我们认为，对于负面种族刻板印象所针对的学生--如非洲裔美国人、拉丁裔/a人、美国原住民和一些亚裔美国人学生--在学校的归属感的性质和意义是不同的。我们的概念框架借鉴了污名和刻板印象威胁理论，特别是归属感不确定性的概念，探讨了在学术背景下对归属感的担忧如何对白人学生具有不同的意义，从而对未被充分代表的种族和少数民族学生的学业成绩产生不同的影响。目的/目的尽管归属感对所有学生都很重要，但有理由相信，来自受歧视的种族和族裔群体的学生可能对学校的归属感特别关注，因为他们的社会认同使他们容易受到负面成见和社会认同的威胁。三项研究考察了大学生和中学生在学校的归属感与他们的学业抱负、动机和表现之间的关系。研究设计一个实验(研究1)和两个纵向研究(研究2-3)考察了不同教育环境下学生归属感的影响。研究一考察了大学一年级学生对校园内不同专业类型学生的社会表征及其自我报告的归属感。研究二考察了中学生自我报告的归属感及其与教育目标和效能感的关系。研究三在一年后考察了大学生的归属感及其与学业成绩的关系。三项研究的设定环境各不相同。研究1的背景是一所位于中西部主要城市的大型城市公立大学，该城市的种族、民族和社会经济多元化。研究二的背景是乔治王子郡，这是华盛顿特区附近的一个以非裔美国人为主、以中产阶级为主的县，中学生样本就是从这个县抽取的。研究3的背景是一所以白人为主的大型“旗舰”大学，位于中西部的一个大学城。数据收集和分析结果显示，大学生在不同专业的预期归属感是通过他们对组成这些专业的学生的社会表征来预测的。白人学生和有色人种学生都希望在他们认为自己的群体得到代表的专业中有更多的归属感。在研究2中，中学生自我报告的学校归属感对非裔美国中学生的教育效能和抱负有预测作用，但对白人中学生没有预测作用。最后，在研究3中，自我报告的大学头几周的归属感预测了被污名化的有色人种大学生的第二学期成绩(来自大学成绩单)，而不是白人大学生(研究3)。综上所述，我们认为，对归属感有更细微的理解，对于为每个人创建支持性学校至关重要。
Background/Context A sense of belonging in school is a complex construct that relies heavily on students’ perceptions of the educational environment, especially their relationships with other students. Some research suggests that a sense of belonging in school is important to all students. However, we argue that the nature and meaning of belonging in school is different for students targeted by negative racial stereotypes—such as African American, Latino/a, Native American, and some Asian American students. Our conceptual framework draws upon stigma and stereotype threat theory and, specifically, the concept of belonging uncertainty, to explore how concerns about belonging in academic contexts may have different meaning for—and thus differentially affect the academic outcomes of—White students compared with underrepresented racial and ethnic minority students. Purpose/Objective Although feelings of belonging are important to all students, there are reasons to believe that students from stigmatized racial and ethnic groups may have especially salient concerns about belonging in school because their social identities make them vulnerable to negative stereotyping and social identity threat. Three studies examined how college and middle school students’ feelings of belonging at school relate to their academic aspirations, motivation, and performance. Research Design One experiment (Study 1) and two longitudinal studies (Studies 2-3) examined the influence of belonging among students in different educational settings. Study 1 examined first year college students’ social representations of the kinds of students that comprised various majors on campus and their self-reported sense of belonging in those majors. Study 2 examined middle school students’ self-reported sense of belonging and how it related to their educational goals and efficacy. Study 3 examined college students’ belonging and its relationship to academic performance one year later. Setting The settings for the three studies varied. The setting for Study 1 was a large, urban, public university in a major Midwestern city that is racially, ethnically, and socioeconomically diverse. The setting for Study 2 was Prince George's County, a predominantly African American, largely middle-class county near Washington, DC from which the student sample of middle school students was drawn. The setting for Study 3 was a large predominantly White “flagship” university located in a Midwest college town. Data Collection and Analysis Findings revealed that college students’ anticipated sense of belonging in various college majors was predicted by their social representations of the students that comprised those majors. Both White students and students of color anticipated more belonging in majors where they perceived their group to be represented. In Study 2, middle school students’ self-reported belonging in school predicted educational efficacy and ambitions of African American middle school students, but not of White students. Finally, in Study 3, self-reported feelings of belonging in the first weeks of college predicted second semester grades (from university transcripts) among stigmatized college students of color, but not White college students (Study 3). Taken together, we suggest a more nuanced understanding of belonging is essential to creating supportive schools for everyone.
影响因子：
7.6
作者：
STEELE, CM;ARONSON, J
通讯作者：
ARONSON, J
影响因子：
4
作者：
Mahoney,JL;Cairns,RB
通讯作者：
Cairns,RB
影响因子：
16.4
作者：
Steele, CM
通讯作者：
Steele, CM