Cues and Conditions of Belonging for Students of Color and Low-Income Students in Advanced Courses

• In Event: Saturday Roundtable Session 1:15 pm
  In Roundtable Session: College and Career Readiness (Table 1)

Abstract

A sense of belonging is important for how students access and experience advanced high school coursework. However, belonging is a consequence of cues and conditions students encounter in their academic environments and such conditions have been disproportionately limited for students of color and low-income students. This study explores student survey data to identify contextual cues and conditions that contribute to or undermine feelings of belonging, as a precursor to student achievement. Results reveal that culturally relevant curriculum and teaching practices, a sense of community in class, productive conversations about race, and high expectations paired with critical feedback and support are identified as important for creating opportunities for belonging and academic achievement for students of color and low-income students.

Authors

• Alejandro Torres, Equal Opportunity Schools

• Alaina E. Boyle, Equal Opportunity Schools

• Erin D. Bogan, Equal Opportunity Schools