Student Belonging and Self-Beliefs

This study explores the disparities in academics, belonging and self-efficacy among middle school students in an increasingly economically and ethnically diverse suburb. Belonging, the degree to which one sees herself or himself as socially connected within an environment (Walton & Cohen, 2007), and self-efficacy, the belief in one’s capability to successfully complete a given task (Bandura, 1997), are identified as constructs to leverage in an effort to maximize academic outcomes for all students, especially students of a low socioeconomic status (SES). An intervention aimed at improving belonging and self-efficacy for this eighth grade cohort resulted in no treatment effect at this time using these instruments; a positive effect on Self-Efficacy for Academic Achievement within the control group was found. Analysis of student responses to open-ended questions unveiled some unexpected themes, most prominently that concerns about academic workload weigh heavily on the minds of students. Recommendations for future research and implications for practice are shared