MODEL

Math 7-10

Systems Change
Math 7-10 > Factors > Sense of Belonging

Sense of Belonging

Factor Connections

Hover to see how factors connect to Sense of Belonging. Then click connected factors to explore strategies related to multiple factors.

How Sense of Belonging connects to...

A Sense of Belonging allows us to feel included, respected, and supported in school. It is heavily tied to our own identities, supports the development of a positive identity, and is context and culture-dependent. School settings have the potential to be a source of adversity or can be a supportive environment, fostering positive identity development among culturally and historically marginalized students. Students who report stronger Sense of Belonging in school typically have more positive math identities, and greater academic self-efficacy and success.

Main Ideas

Belongingness, closely tied to Social Supports, is the extent that students feel personally valued, included, and supported by others in their learning environment. In U.S society, white people typically have an internalized and mostly unconscious sense of racial belonging. However, members of culturally and historically marginalized groups may feel uncertain about the quality of their social bonds in academic settings. Students' lack of school belonging is rooted in structural policies which privilege certain values and norms while devaluing the cultural wealth and knowledge that other students possess. In addition, marginalized students may experience negative behaviors from teachers and other students, signaling that they do not belong in these settings (signal influences).

Identity development involves asking questions about one's past, present, and future self. This process starts at birth, peaks at adolescence, and continues through adulthood, and is heavily dependent upon lived experiences. Identity formation includes self-awareness, information-seeking, and exploration about the groups with which we identify. Identity development occurs differently across different facets of students' identities (e.g., race, gender, sexual orientation, class, disability, immigrant status, etc.). In the U.S., members of more dominant, privileged groups are often considered the 'standard'; therefore, individuals from marginalized groups may feel as if they don't belong or their identities are not represented. A strong ethnic or racial identity has been shown to buffer the negative effects of discrimination in Black, Latino, and indigenous adolescents, and to encourage positive psychological and behavioral outcomes across identities, including higher self-esteem, psychological well-being, and school adjustment. In addition it is important to note that many students have multiple marginalized identities which intersect and may further compound difficulties in belonging. When educators recognize students' intersectional identities, this can build a strong positive culture and play a role in empowering students.

Racial Identity Theory suggests that our racial identity is made of three core components:

  • Centrality: Dominance of race to one's self-concept
  • Private regard: One's own positive/negative feelings towards being one's race
  • Public regard: Perceptions of how others view one's race

Racial identity development entails forging an understanding of how the centrality and public perception of race is intertwined with personal identity. Caregivers may also contribute to identity development through racial socialization, providing adolescents with funds of knowledge about their racial and ethnic heritage, including immigrant-background families' heritage language (Primary Language), and history.

It is also important to recognize that many people have concealed/non-visible identities that may be stigmatized, such as mental or emotional health, or learning disabilities. These non-visible identities can impact an individual's Sense of Belonging, Social Supports, and health. Students with learning disabilities may experience labeling, separation, and stereotyping in school, which may reduce a learner's Sense of Belonging and academic growth.

Exploring and connecting with specific identities is particularly important during adolescence, due to the social and cognitive changes that occur during this developmental period. Similar to school settings, social media may provide opportunities for adolescents to explore their individual identities within extended online communities. Research has shown that many teens, particularly marginalized teens, have developed an increased Sense of Belonging through these communities. Similar to school settings, social media communities can be a supportive place, promoting students' self-concept, but may also have negative effects on emotional well-being, due to social comparisons.

Learn More

View Measures and References