Belonging in Non-Immigrant and Immigrant Learners in Costa Rican High Schools

• In Event: Inclusion and Belonging in Global Educational Contexts

Abstract

This study examines school belonging among non-immigrant and immigrant learners in Costa Rican high schools using PISA 2022 data. It addresses whether differences in belonging scores are due to test bias. Multiple-group Differential Item Functioning analyses confirm that all items are DIF-free, indicating no test bias. An Independent Samples t-test shows no significant difference in belonging scores between the two groups, suggesting similar educational environments for both. The study identifies the most discriminating items related to performative dimensions of school belonging. It highlights the importance of examining test bias before reporting group differences, enabling stakeholders to make informed decisions to foster a sense of belonging in classrooms.

Author

• Jose Fabian Elizondo-Gonzalez, University of Kansas