Elementary Student Sense of Belonging: Achievement and Gender

Abstract

The purpose of this research was to identify if there exists a relationship betweenstudent achievement and student sense of belonging, as well as gender influences onsense of belonging at the elementary level. This quantitative study utilized purposivesampling of students attending a suburban elementary school who completed a studentsurvey implemented by the attending school district and the STAR Reading assessmentduring the winter testing window of the 2016-2017 school year. The sample included691 third-grade students, 701 fourth- grade students, and 757 fifth-grade students. Chisquare tests of independence were conducted to determine the strength and direction ofthe relationship between the variables of student achievement and sense of belonging,and between the variables of gender and sense of belonging. The results were mixed forboth sets of data analyses. For the relationship between student achievement and sense ofbelonging, a meaningful relationship was indicated for third-, fourth-, and fifth-gradestudents when sense of belonging survey questions were focused on the perceptions ofrespect among peers. For the relationship between gender and sense of belonging, ameaningful relationship was specifically identified with fourth-grade male students,indicating a more positive perception of peer respect than female students. For fifthgrade students there was a meaningful relationship identified for overall belonging andfor teacher relationships specifically when asked about level of care and respectdemonstrated by teachers. The mixed results from this study could indicate to schoolleaders and staff members that the strength of belonging to a learning community ischanging for elementary students as they get older, based on the dynamic of the personalrelationships between elementary students with their peers and adults. It is important for school staff to investigate and implement intentional strategies and structures thatpromote respect among all members of the school community to increase the potential forstudent sense of belonging to be consistent throughout their school career.