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Urban Middle Schoolers' Opportunities to Belong Predict Fluctuations in Their Engagement Across the School Day.

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Title: Urban Middle Schoolers' Opportunities to Belong Predict Fluctuations in Their Engagement Across the School Day.
Authors: Gray, DeLeon L. (AUTHOR), Harris-Thomas, Brooke (AUTHOR), Ali, Joanna N. (AUTHOR), Cummings, Taylor N. (AUTHOR), McElveen, Tamika L. (AUTHOR), Jones, Tamecia R. (AUTHOR)
Source: Urban Education. Nov2024, Vol. 59 Issue 9, p2583-2618. 36p.
Subjects: HISPANIC American students, STUDENT engagement, SCHOOL day, CONFIRMATORY factor analysis, MIDDLE school education
Abstract: Existing measures of belonging in schools do not explicitly elevate the contextual and cultural insights of the educators and students they were designed to assess. Our study addresses this shortcoming through the co-creation of an Opportunities to Belong survey measure for urban middle schoolers. The tool was developed in partnership with practicing educators and normed around Black and Latinx students (N = 225). Results of a multilevel confirmatory factor analysis revealed strong evidence for single factor structure. A within-persons multilevel model revealed that shifts in opportunities to belong predicted fluctuations in student engagement across different academic courses. Implications are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Urban Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Teacher Reference Center
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  Data: <searchLink fieldCode="JN" term="%22Urban+Education%22">Urban Education</searchLink>. Nov2024, Vol. 59 Issue 9, p2583-2618. 36p.
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  Data: <searchLink fieldCode="DE" term="%22HISPANIC+American+students%22">HISPANIC American students</searchLink><br /><searchLink fieldCode="DE" term="%22STUDENT+engagement%22">STUDENT engagement</searchLink><br /><searchLink fieldCode="DE" term="%22SCHOOL+day%22">SCHOOL day</searchLink><br /><searchLink fieldCode="DE" term="%22CONFIRMATORY+factor+analysis%22">CONFIRMATORY factor analysis</searchLink><br /><searchLink fieldCode="DE" term="%22MIDDLE+school+education%22">MIDDLE school education</searchLink>
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  Data: Existing measures of belonging in schools do not explicitly elevate the contextual and cultural insights of the educators and students they were designed to assess. Our study addresses this shortcoming through the co-creation of an Opportunities to Belong survey measure for urban middle schoolers. The tool was developed in partnership with practicing educators and normed around Black and Latinx students (N = 225). Results of a multilevel confirmatory factor analysis revealed strong evidence for single factor structure. A within-persons multilevel model revealed that shifts in opportunities to belong predicted fluctuations in student engagement across different academic courses. Implications are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Urban Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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