000			01918nam a22002057a 4500
005			20240108152912.0
008			240108b ||||| |||| 00| 0 eng d
022			_a0195-6744
100			_aRussell, S. Garnett
245			_aBelonging and Not Belonging _b: The Case of Newcomers in Diverse US Schools (Journal Article)
260			_aChicago _b: University of Chicago Press _c, August 2022
300			_a617–645p.
440			_aAmerican Journal of Education _v, Volume 128: Number 4, August 2022
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract: Purpose: Schools play an important role in the incorporation of newcomer students and for determining who belongs and does not belong to the nation-state. In this article, we analyze students’ experiences of belonging and exclusion in diverse high schools. Research Methods/Approach: We use survey and interview data from a mixed-methods study conducted in four high schools in Arizona and New York. We ask, What individual, school, and social contextual factors explain students’ sense of school belonging? How do students from diverse backgrounds understand and experience belonging in school? Findings: We find that students understand belonging as emerging from their own individual characteristics (including newcomer status and identifying as Latinx), the school environment (participation in clubs and class discussion), and their perceptions and experiences of the social context, including incidents of discrimination. Implications: Findings from our study have important implications for the role of diverse schools not only in fostering belonging but also in countering broader experiences of discrimination and exclusion.
650			_aBelonging| Non Belonging| Education| Newcomers in Schools
700			_aMantilla-Blanco, Paula
856			_uhttps://doi.org/10.1086/720363
942			_cPER
999			_c45061 _d45060