English Learners and School Belongingness Using the High School Longitudinal Study of 2009

• In Event: AERA Graduate Student Research in Progress Roundtable Session Two
  In Roundtable Session: Examining Perceptions and Sense of Belonging for English Learners and Students of Color in Education Contexts (Table 6)

Abstract

English Learners (ELs) are a growing population in US schools. ELs often report feelings of isolation and not belonging in schools (Olsen, 2008). Students who do not reclassify as English Language Proficient also experience an opportunity gap in their coursework, graduation rates, and college readiness (Hill et al., 2014; Umansky et al., 2015). Research into belongingness has shown that higher feelings of belongingness are associate with a plethora of improved outcomes for students (e.g.; Ibrahim & El Zaatari, 2020; OECD, 2018; Palikara et al., 2020). This study aims to understand the relationship between student belongingness and achievement for ELs. Using nationally representative HSLS data, this study uses OLS regression to identify associations between these phenomena. Using an index of items related to belongingness in the HSLS survey, I find ELs report lower feelings of belongingness than non-ELs. I also find that higher feelings of belongingness also are associated with higher GPAs, even when controlling for EL status. Additional model specifications will be used to better understand how these relationships are interconnected.

Author

• Isabel Clay, University of Southern California
  Presenting Author