Sense of Belonging Among High School Students Representing 4 Ethnic Groups

Faircloth, Beverly S.; Hamm, Jill V.

doi:10.1007/s10964-005-5752-7

Cited by 250 publications

(191 citation statements)

References 57 publications

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“…Since grateful people will concentrate on the bright side and have a long list of people to be thankful for (McCullough et al, 2002), they might experience more positive feelings and mental wellbeing. Therefore, gratitude contributes to students' satisfaction towards school settings in various approaches, in which case, students feel that their demands are met and they are more willing to get involved in school activities since they receive positive feedbacks (Faircloth & Hamm, 2005;Wehlage et al, 1989).…”

Section: Discussionmentioning

confidence: 99%

“…Classmates and faculties are important in the development of school belonging (Hagborg, 1994). And school belonging can be partitioned into three sections: school settings where students feel received and supported, connectedness with peers and teachers and identification with the norms and activities in the school climate (Faircloth & Hamm, 2005). …”

Section: Gratitude and School Belongingmentioning

confidence: 99%

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The Role of Life Satisfaction and Coping Style in the Relationship between Gratitude and School Belonging

Qin¹,

Qu²,

Yan³

et al. 2015

Advances in Social Science, Education and Humanities Research

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Abstract. Many researches have already been conducted to study the effect of gratitude. Researchers have found that gratitude positively correlates to mental wellbeing, social integration, traits and performance. However, few researchers illustrated how the gratitude worked in helping students adapt themselves to school climate. This study recruited407undergraduate students to examine the relationships betweengratitude and school belonging. It was hypothesized that Gratitude was associated positively and significantly with life satisfaction and positive coping style, both of which were positively and significantly related to school belonging. And life satisfaction and positive coping style played a mediating role in the relationship between gratitude and school belonging. The hierarchical regression analyses indicated that gratitude could significantly predict positive coping style and more life satisfaction, which played a complete mediating role in the relationship of gratitude and school belonging. This research suggests that the gratitude is an effective intervention in helping students adapt themselves to school climate socially and affectively.

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Section: Discussionmentioning

confidence: 99%

Section: Gratitude and School Belongingmentioning

confidence: 99%

The Role of Life Satisfaction and Coping Style in the Relationship between Gratitude and School Belonging

Qin¹,

Qu²,

Yan³

et al. 2015

Advances in Social Science, Education and Humanities Research

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show abstract

“…Similar studies, though not specific to Hispanic/Latina females, have investigated sport involvement for young Hispanic/Latino boys. Faircloth and Hamm (2005) determined that Latino boys participate in sport due to its focus on peer relationships and the development of friendships.…”

Section: Hispanic/latina Sport Socializationmentioning

confidence: 99%

“…Peers and friends were not found to be prevalent for the participants' socialization into, or their persistence within, sport (see Faircloth & Hamm, 2005). Mary, Melanie and Tara spoke briefly about playing with their best friends on the same team.…”

Section: Friends and Peersmentioning

confidence: 99%

¿Por qué jugar? Sport socialization among Hispanic/Latina female NCAA division I student-athletes

Darvin

Cintron

Hancock³

2017

JAS

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Representation of Hispanics/Latinas in intercollegiate athletics is lacking. During the 2014-2015 National Collegiate Athletic Association (NCAA) athletic season, only 2.2 percent of all female Division I student-athlete’s identified as Hispanic or Latina (NCAA, 2015). This low percentage of Hispanic/Latina female participants calls into question how these young women become involved in athletics and sustain their involvement within sport. While previous research has examined the socialization processes of youth athletes and parents of youth athlete participants, there is little research aimed at examining these processes for elite-level athlete participants (Dorsch, Smith, & McDonough, 2015; Greendorfer, Blinde, & Pellegrini, 1986;). Thus, the aim of this current study was to examine the potential factors that may have contributed to consistent sport participation for an elite group of Hispanic/Latina female athletes throughout their youth and collegiate careers. Participants for this study identified as current NCAA Division I Hispanic/Latina female student-athletes. Results showed that family, specifically parents and siblings, contributed to socializing Hispanic/Latina athletes into sport, while family and coaches contributed to the persistence of their athletic endeavors. Findings also show a sense of cultural indifference, youth coaches who invested in the participants long-term, and a significant involvement of the patriarch of the family in their athletic success.

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“…In a comparison study of four ethnic groups, Faircloth and Hamm (2005) combined several school experiences in order to determine each group's sense of belonging in school. They determined that relationships with teachers, positive peer interaction, participation in school activities, and perceived discrimination were relevant for Euro-Americans and Latino students.…”

Section: Effects Of Participation In High School Extracurricular Actimentioning

confidence: 99%

Residual Effects of an Elementary Theatre Program

Dietry¹

2012

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Sense of Belonging Among High School Students Representing 4 Ethnic Groups

Cited by 250 publications

References 57 publications

The Role of Life Satisfaction and Coping Style in the Relationship between Gratitude and School Belonging

The Role of Life Satisfaction and Coping Style in the Relationship between Gratitude and School Belonging

¿Por qué jugar? Sport socialization among Hispanic/Latina female NCAA division I student-athletes

Residual Effects of an Elementary Theatre Program

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