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Fostering Belonging in School for Students from Marginalized Communities: The Pathway from Teachers’ Professional Learning on Asset-based Pedagogy to Students’ Social-Emotional Experiences

PERIOD:

Nov 01, 2024

TO

Oct 31, 2025
Funding Agency
William T. Grant Foundation and the University of Chicago

Research shows that Black and Latinx students disproportionately experience lower feelings of belonging in school compared to White peers, with negative consequences for their academic trajectories. School districts are increasingly turning to asset-based pedagogy (ABP), which leverages students’ cultural identities and experiences as educational strengths, to more equitably support students’ sense of belonging. 

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This study will examine how incorporating a validated student survey into ABP shapes teacher practices, knowledge, and beliefs in ways that improve student belonging and learning. The team will collect and analyze quantitative data on teachers’ utilization and experiences of ABP professional learning, resources, and supports, as well as shifts in teachers’ practices. They will also use regression analysis to examine the descriptive relationships between ABP professional learning, teachers’ identity-affirming practices and beliefs, and student belonging and grades. By conducting this work in partnership with Chicago Public Schools (CPS) and the Tucson Unified School District (TUSD), the team will advance theory on the mechanisms through which asset-based pedagogy improves belonging and learning for Black and Latinx students.

Primary Investigator(s)

Stephanie J. Rowley Collegiate Professor, Marsal Family School of Education; Professor of Psychology, College of Literature, Science, and the Arts

More Awards

Award Start Date
Sep 15, 2018
Award End Date
Aug 31, 2025
Award Start Date
Aug 01, 2018
Award End Date
Jul 31, 2024