Sense of Belonging Among High School Students Representing 4 Ethnic Groups

By Beverly S. Faircloth, Jill V. Hamm. 2005

375 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/cb7b3f2b9bc3a6cca689c8cc6f29f03ccf592d31

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Citations in the corpus

Students’ Sense of Belonging at School in 41 Countries (2016, background): “Faircloth and Hamm (2005) examined SOBAS of adolescents who attended racially diverse high schools in North America; all students had higher SOBAS if they had better relationships with teachers, a higher engagement in school activities, or lower, perceived ethnic-based discrimination.”
Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement (2017, neutral): “…rpa rna rpn rea Drugli 2013 825 p – – .06 −.20 – – Elias & Haynes 2008 282 p – – −.05 – – – Engels et al. 2016 1,116 s .28 −.24 – – −.25 – Erkman et al. 2010 223 p .35 – .23 – – .12 Faircloth & Hamm 2005 5,530 s .32 – .33 – – – Fauth et al. 2014 1,070 p .14 – .06 – – – Federici & Skaalvik 2014…”
Beyond Knowledge: Exploring Why Some Teachers Are More Thoughtfully Adaptive Than Others (2010, background): “…programs could support thoughtfully adaptive teaching by giving greater of belonging) may more easily enact thoughtful teaching practices because the self-efficacy and motivation required to act on their own perspectives and ideas will be supported (see, for example, Faircloth & Hamm, 2005).”
School Belonging in Different Cultures: The Effects of Individualism and Power Distance (2017, neutral): “…2017 | Volume 2 | Article 56 support has been found to be one of the most robust predictors of school belongingness (e.g., Roeser et al., 1996; Faircloth and Hamm, 2005), and several measures of belongingness include teacher support as one of the components of the overall school belonging…”
Future Time Perspective, Hope, and Ethnic Identity Among African American Adolescents (2008, neutral): “…& Diego, 2001; Van Calster, Lens, & Nuttin, 1987; Zimbardo & Boyd, 1999), feelings of hope (Danoff-Burg, Prelow, & Swenson, 2004; Snyder et al., 1991), and a sense of belonging to a larger community (Faircloth & Hamm, 2005; Perry, 2003; Spencer, Noll, Stoltzfus, & Harpalani, 2001; Ward, 1990).”
Race and Belonging in School: How Anticipated and Experienced Belonging Affect Choice, Persistence, and Performance (2015, background): “Belonging has also been linked, although inconsistently, to improved academic achievement (Faircloth & Hamm, 2005; Juvonen, 2006; Roeser, Midgley, & Urdan, 1996; Solomon et al., 2000).”
Connecting the Dots: How Connectedness to Multiple Contexts Influences the Psychological and Academic Adjustment of Urban Youth (2009, background): “Work by Faircloth and Hamm (2005) documents significant associations between school belongingness and academic motivation and achievement.”
School Belonging and the African American Adolescent: What do We Know and Where Should We Go? (2006, background): “School belonging and connection are directly related to interpersonal interactions that children have in school (Faircloth & Hamm, 2005; Furrer & Skinner, 2003; Honora, 2003).”
School Belonging, Ethnic Identity, and Psychological Adjustment Among Ethnic Minority College Students (2016, background): “In addition, school belonging has been positively linked to perceived academic competence among African American, Asian American, and Hispanic American high school students (Faircloth & Hamm, 2005).”
Effects of need supportive teaching on early adolescents’ motivation and engagement: A review of the literature (2013, background): “MSLQ); C, 5 subjects Faircloth & Hamm (2005) SP: Valuing of school: School valuation, reasons for trying hard, effort; C, 4 subjects Goodenow (1993) SP: Intrinsic value; C Hardré & Sullivan (2008) SP: Perceived instrumentality of the instruction (ATL); C Hardré et al. (2007) SP: Perceived…”
The Intersection of Culture and Achievement Motivation. (2011, background): “Numerous other studies have pointed to “belonging” as an important factor in the school achievement of ethnic “minority” students (cf., Booker, 2006; Faircloth & Hamm, 2005; Kia-Keating, 2007; Osterman, 2000).”