Date of Award
2021
Degree Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
First Advisor
Cherie Gaines
Second Advisor
Andrew Courtner
Third Advisor
Jeff Sweeney
Abstract
The purpose of this quantitative, nonexperimental, correlational research study was to investigate the extent that Hispanics in grade 11 in a rural high school in Tennessee experienced a sense of belonging and the correlation, if any, between sense of belonging and academic achievement on the state English I and English II standardized tests. I selected Maslow’s Hierarchy of Needs as the theoretical framework to focus the nonexperimental, correlational study. I collected student perceptions for sense of belonging using the Psychological Sense of School Membership scale, designed to measure perceptions of psychological membership and sense of belonging, for students in grade 11 determining the possible influence on academic achievement for Hispanic and non-Hispanic students. Hispanic students had lower English I and English II state standardized test scale scores; however, students who scored higher on the Psychological Sense of School Membership scale for sense of belonging had higher English I and English II state standardized test scale scores. As the Hispanic students’ sense of belonging increased, the scores on the state English I and English II standardized tests increased.
Keywords
Maslow's Hierarchy of Needs, Psychological Scale of School Membership, Academic achievement, Hispanic students
Recommended Citation
Webster, Mary, "Sense of Belonging and Association with Academic Achievement of Hispanic and Non-Hispanic High School Students" (2021). Ed.D. Dissertations. 26.
https://digitalcommons.lmunet.edu/edddissertations/26
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Assessment, Evaluation, and Research Commons, Language and Literacy Education Commons, Secondary Education Commons
