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Disentangling the Interplay of the Sense of Belonging and Institutional Channels in Individuals' Educational Trajectories

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Title: Disentangling the Interplay of the Sense of Belonging and Institutional Channels in Individuals' Educational Trajectories
Language: English
Authors: Burger, Kaspar
Source: Developmental Psychology. Jan 2023 59(1):30-42.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 13
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
High Schools
Higher Education
Postsecondary Education
Descriptors: Sense of Community, Learning Trajectories, Prediction, Middle School Students, High School Students, College Students, Student Adjustment, Grouping (Instructional Purposes), Educational Attainment, Foreign Countries, Vocational Education, Academic Education
Geographic Terms: Switzerland
DOI: 10.1037/dev0001448
ISSN: 0012-1649
1939-0599
Abstract: Accumulating evidence indicates that students' sense of school belonging has a substantial positive effect on educational attainment. At the same time, life course and life span developmental theories suggest that the benefits of a sense of school belonging could be weakened by the channeling effects of education systems that assign students to distinct educational tracks that lead otherwise similar students to quite different educational destinations. The current study analyzed the extent to which the sense of school belonging predicted educational trajectories in a system that partially channels students into distinct tracks. It assessed educational trajectories as they relate to transitions at two critical junctures of the system--the transition from lower- to upper-secondary education, and from upper-secondary to tertiary (university) education. The study used data from a nationally representative panel survey that followed participants from age 15 to 30 (N = 4,986, 44% male, 12.9% immigrants). Findings indicated that students with a stronger sense of school belonging were more likely to continue in or transition into academic tracks. However, the benefits of students' sense of belonging were bounded by the system's channeling structure. While for students in academic tracks, the sense of school belonging strongly predicted the probability of continuing in academic tracks, it only marginally predicted the probability of moving into academic tracks for those whose educational career began in more vocationally oriented tracks. Hence the sense of school belonging may influence academic trajectories only inasmuch as institutional structures allow it to, because these structures differentially enable and constrain such trajectories.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1367001
Database: ERIC
FullText Text:
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  Data: Disentangling the Interplay of the Sense of Belonging and Institutional Channels in Individuals' Educational Trajectories
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
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  Data: Y
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  Data: 13
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  Data: 2023
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Sense+of+Community%22">Sense of Community</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Trajectories%22">Learning Trajectories</searchLink><br /><searchLink fieldCode="DE" term="%22Prediction%22">Prediction</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Adjustment%22">Student Adjustment</searchLink><br /><searchLink fieldCode="DE" term="%22Grouping+%28Instructional+Purposes%29%22">Grouping (Instructional Purposes)</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Attainment%22">Educational Attainment</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Vocational+Education%22">Vocational Education</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Education%22">Academic Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Switzerland%22">Switzerland</searchLink>
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  Data: 10.1037/dev0001448
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  Data: 0012-1649<br />1939-0599
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  Data: Accumulating evidence indicates that students' sense of school belonging has a substantial positive effect on educational attainment. At the same time, life course and life span developmental theories suggest that the benefits of a sense of school belonging could be weakened by the channeling effects of education systems that assign students to distinct educational tracks that lead otherwise similar students to quite different educational destinations. The current study analyzed the extent to which the sense of school belonging predicted educational trajectories in a system that partially channels students into distinct tracks. It assessed educational trajectories as they relate to transitions at two critical junctures of the system--the transition from lower- to upper-secondary education, and from upper-secondary to tertiary (university) education. The study used data from a nationally representative panel survey that followed participants from age 15 to 30 (N = 4,986, 44% male, 12.9% immigrants). Findings indicated that students with a stronger sense of school belonging were more likely to continue in or transition into academic tracks. However, the benefits of students' sense of belonging were bounded by the system's channeling structure. While for students in academic tracks, the sense of school belonging strongly predicted the probability of continuing in academic tracks, it only marginally predicted the probability of moving into academic tracks for those whose educational career began in more vocationally oriented tracks. Hence the sense of school belonging may influence academic trajectories only inasmuch as institutional structures allow it to, because these structures differentially enable and constrain such trajectories.
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  Data: 2023
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  Data: EJ1367001
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      – Text: English
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        PageCount: 13
        StartPage: 30
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      – SubjectFull: Sense of Community
        Type: general
      – SubjectFull: Learning Trajectories
        Type: general
      – SubjectFull: Prediction
        Type: general
      – SubjectFull: Middle School Students
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      – SubjectFull: High School Students
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      – SubjectFull: College Students
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      – SubjectFull: Student Adjustment
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      – SubjectFull: Grouping (Instructional Purposes)
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      – SubjectFull: Educational Attainment
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Switzerland
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