Education Commons^™

Sense Of Belonging In The Urban School Environments Of Aboriginal Youth, Chantelle Am Richmond, Dawn Smith, * The Wabano Centre For Aboriginal Health

Chantelle Richmond

It is well established that educational attainment and social support are critical social determinants of health among Aboriginal Canadians. Still, the gap in educational attainment with non-Aboriginal Canadians continues to grow, and little is known about the role of social support as a health determinant among Aboriginal youth. In collaboration with The Wabano Centre for Aboriginal Health (Ottawa, Canada), we undertook focus groups with urban Aboriginal youth at-risk to examine perceptions of their urban school environments, including access to social support. Data were analyzed using a general inductive approach. Results indicate that youths’ perceived level of trust is key to …

A Conceptual Model On The Impact Of Mattering, Sense Of Belonging, Engagement/Involvement, And Socio-Academic Integrative Experiences On Community College Students’ Intent To Persist, Esau Tovar

CGU Theses & Dissertations

Community colleges continue to experience high levels of student attrition and low degree/certificate completion rates. Given extant literature, there appears to be a need to reexamine how interactions between students and the institution, and students and institutional agents are taking place, with the aim of identifying institutional practices that deleteriously or positively impact degree completion and thus guide colleges to develop action plans to improve conditions for student success.

This study examined how factors such as institutional commitment to students, mattering, sense of belonging, interactions with diverse peers, perceptions of the campus climate, engagement/involvement, socio-academic integrative experiences, and goal commitment …

Measuring Success For English Language Learners From A Multi-Dimensional Perspective, Randy Haley

All Graduate Theses, Dissertations, and Other Capstone Projects

This research study used a sequential mixed methods design to examine the perceptions and assumptions of educators working with ELL students in Southwest Minnesota. The study employed a conceptual lens based in critical education research with the intention that the results can be used to transform ELL education and promote equality for ELL students. The study is grounded in a multi-dimensional perspective for measuring success which incorporates four main constructs: parental involvement, quality instruction, school climate and student's sense of belonging. The participants in the study included building administrators and ELL teachers working in K-12 public schools in Southwest Minnesota. …