The review argues that ignoring the social side of school carries costs including reified achievement gaps, diminished belonging and dropout, and unsafe school climates¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The review argues that students with a diminished sense of belonging are less motivated and engaged and more likely to drop out, and that school social climate strongly affects students' felt safety. → Gehlbach 2010

Evidence¶

Gehlbach 2010¶

Gehlbach, Hunter. (2010). The social side of school: Why teachers need social psychology. Educational Psychology Review 22, no. 3: 349-362. https://doi.org/10.1007/s10648-010-9138-3

q1 · i? · theoretical · r2

Theoretical argument in the review's framing section, citing Fine (1991) and Juvonen (2006) for the belonging-dropout link and noting Latino dropout rates over 20% per NCES (2009). The review offers this as an asserted cost, not a tested result of its own.

"students who experience a diminished sense of belonging at school are less likely to remain motivated and engaged in school; consequently, they are more likely to drop out"

Discussion¶

Learner Variables¶

• Belonging — outcome: instruction changes it

Related Claims¶

• Belonging Interventions Improve Outcomes — related
• Students with a stronger sense of belonging tend to show more academic self-confidence, motivation, engagement and achievement (review reports Pedler et al.) — possibly the same claim (merge candidate)
• Positive teacher–student relationships are associated with greater student engagement and, more weakly, with achievement — related
• Educational opportunity and achievement gaps impose large societal costs, including an estimated $156 billion loss in tax revenues and income per yearly cohort of nongraduates — related
• Racially marginalized students are less likely to report a sense of belonging in STEM education — related
• A sense of belonging is firmly linked with improved student attainment, increased learners' satisfaction and reduced attrition rates in campus-based learning — related
• Exceptionalism as a script of acceptance carries psychological costs for marginalized high-achieving students — a narrower finding that bears on this claim