Black and Belonging at School: A Case for Interpersonal, Instructional, and Institutional Opportunity Structures

Autor/inn/en	Gray, DeLeon L.; Hope, Elan C.; Matthews, Jamaal S.
Titel	Black and Belonging at School: A Case for Interpersonal, Instructional, and Institutional Opportunity Structures
Quelle	In: Educational Psychologist, 53 (2018) 2, S.97-113 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-1520
DOI	10.1080/00461520.2017.1421466
Schlagwörter	African American Students; Racial Factors; Adolescents; Student School Relationship; Cultural Influences; Political Issues; Interpersonal Relationship; Access to Education; Educational Opportunities; Racial Identification; Educational Environment; Culturally Relevant Education; Citizenship Education; School Policy; Barriers; Observation; United States History + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schüler-Lehrer-Beziehung; Cultural influence; Kultureinfluss; Politischer Faktor; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsangebot; Bildungschance; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Citizenship; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Schulpolitik; Beobachtung
Abstract	This article is guided by two goals: (a) to consider how race-based perspectives can serve as theoretical tools for investigating Black adolescents' opportunities to belong at school, and (b) to describe cultural and political aspects of schooling that can support a sense of belongingness among Black adolescents. We discuss support for the belonging of Black adolescents in terms of interpersonal, instructional, and institutional opportunity structures. We provide a set of guiding questions for scholars seeking to advance educational psychology research at the intersection of race, belonging, and motivation. We end by describing specific research directions for an inclusive examination of school belonging, along with strategies to accomplish this goal. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01