Understanding the Effects of School Belonging on Academic Achievement Among Immigrant Students in High School (Poster 22)

• In Event: AERA Poster Session Sunday 11:40 a.m.
  In Poster Session: Language, Literacies, and Representations

Abstract

This study examines the effect of race/ethnicity, immigrant status, and the role of school belonging on the academic achievement among first, second, and third-generation immigrant high school students at the end of 9th grade using data from the High School Longitudinal Study of 2009 (HSLS:09). Our findings show that school belonging is a statistically significant predictor of academic achievement, and this relationship differs for second-generation immigrant students. Our results indicate that establishing school environments that foster a strong sense of school belonging can help mitigate the academic disparities associated with students’ ethnic background, immigrant generational status, and family socioeconomic status (SES) on their academic achievement.

Authors

• Carla Suarez Soto, University of California - Santa Cruz

• Eduardo Mosqueda, University of California - Santa Cruz

• Cheralen Arroyo Valdez, University of California - Santa Cruz

• Stephanie E. Hertel, University of California - Santa Cruz