Date of Award

Summer 2018

Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

Sociology/Criminal Justice

Committee Director

Ingrid Whitaker

Committee Member

Randy Gainey

Committee Member

Kaprea Johnson

Abstract

Using data collected from the Portsmouth Needs Assessment (2017) in Portsmouth, Virginia, this study focused on examining the relationship between school connectedness and academic success. The purpose of the study was to examine how aspects of school connectedness affects academic success. School connectedness was measured by examining self-report data regarding students’ sense of belonging, sense of culture and ethnic acceptance, classroom participation, and extracurricular activities. Academic success was measured by students’ self-reported grades and how often did they think that they would use the materials that they learned in the future. The results indicated that a student’s sense of belonging and sense of acceptance regardless of their ethnicity and culture, were significant in being able to predict the likelihood that the student would use the classroom materials in the future. The study also revealed that participating in classroom activities and extracurricular activities increased the likelihood of receiving good grades. Overall, as school connectedness increases, so does a student’s academic success.

DOI

10.25777/pg4a-tj62

ORCID

0000-0002-1985-4570

Included in

Sociology Commons

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