Beliefs of Ethnically Diverse Students Associated With Perceptions of Classroom Belonging

• In Event: Advances in Learning Environments Studies

Abstract

The beliefs of ethnically diverse students and associations with their perceptions of classroom belonging were explored in this study. The literature in this field is sparse even though classroom belonging has been associated with achievement and motivation. The participants were 389 students from diverse groups living in low socioeconomic areas in New Zealand. The study explored the relations between beliefs about teacher support, student support, and self-efficacy with perceptions of classroom belonging. Student ethnicity was not associated with their beliefs. For all students, positive perceptions of teacher support, student support and self-efficacy were related to positive assessments of their classroom belonging. Fostering a positive classroom climate is likely to be associated with more positive student beliefs and well-being.

Author

• Christine Margaret Rubie-Davies, University of Auckland