Actions Speak Louder Than Words: Examining School Practices That Support Immigrant Students’ Feelings of Belonging

IF 2.7 Q1 EDUCATION & EDUCATIONAL RESEARCH

Equity & Excellence in Education Pub Date : 2022-01-08 DOI:10.1080/10665684.2021.2021633

Kristina F. Brezicha, C. Miranda

引用次数: 3

Abstract

ABSTRACT A quarter of all US students are immigrants, children of immigrants, or immigrant-origin youth. In this article, we examine how school practices can either support or hinder these students’ feelings of belonging. Given the important relation between students’ feelings of belonging and a range of academic, motivational, and socioemotional outcomes, in this study, we specifically asked: How do students’ experiences in two very different schools shape their feelings of belonging? To answer this question, we drew from studies of two high schools serving recently arrived immigrant students in communities with distinct immigration histories. Using the nested context of reception as our theoretical lens, our analysis reveals that the symbols, subtle acts, and overt actions students encountered in schools influenced their feelings of belonging. These findings show that belonging operates on multiple levels and have several implications for school leaders, educators, and educational policymakers.

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行动比语言更响亮:调查支持移民学生归属感的学校实践

摘要四分之一的美国学生是移民、移民子女或移民青年。在这篇文章中，我们研究了学校实践如何支持或阻碍这些学生的归属感。鉴于学生的归属感与一系列学术、动机和社会情感结果之间的重要关系，在这项研究中，我们特别问：学生在两所截然不同的学校的经历如何塑造他们的归属感？为了回答这个问题，我们从两所高中的研究中得出结论，这两所高中为有着不同移民历史的社区的新移民学生提供服务。利用嵌套的接受语境作为我们的理论视角，我们的分析表明，学生在学校中遇到的符号、微妙的行为和公开的行为影响了他们的归属感。这些发现表明，归属感在多个层面上发挥作用，并对学校领导、教育工作者和教育政策制定者产生了若干影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Equity & Excellence in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.80

自引率

23.10%

发文量

期刊介绍： Equity & Excellence in Education publishes articles based on scholarly research utilizing qualitative or quantitative methods, as well as essays that describe and assess practical efforts to achieve educational equity and are contextualized within an appropriate literature review. We consider manuscripts on a range of topics related to equity, equality and social justice in K-12 or postsecondary schooling, and that focus upon social justice issues in school systems, individual schools, classrooms, and/or the social justice factors that contribute to inequality in learning for students from diverse social group backgrounds. There have been and will continue to be many social justice efforts to transform educational systems as well as interpersonal interactions at all levels of schooling.