Examining Immigrant School Belonging: An Alternative Consideration of Retention and Academic Achievement

• In Event: 21020 - Section on Sociology of Education Roundtables
  In Refereed Roundtable (60 minute): Table 17: Equity, Belonging, and Identity: Unpacking the Forces Shaping Educational Outcomes

Abstract

This paper examines the concept of school belonging as a significant nonstructural factor influencing academic achievement and school retention among immigrant students in the United States. Despite a general decline in the national dropout rate, Hispanic students, especially those born abroad, continue to experience disproportionately high dropout rates. The study utilizes data from the High School Longitudinal Study of 2009 to investigate the relationship between school belonging, race, and immigrant generational status on academic outcomes. The analysis aims to determine whether levels of school belonging vary by race and immigrant generation status and if higher school belonging correlates with improved academic performance and school retention. Initial findings indicate that school belonging impacts student engagement and achievement, revealing notable disparities among racial and immigrant groups. This research highlights the importance of integrating social-psychological factors such as school belonging into educational policy and practice to foster equity and support for diverse student populations.

Author

• Eugene Lee, Cornell University