Journal of Youth and Adolescence

, Volume 34, Issue 6, pp 619–628

The Role of Sense of School Belonging and Gender in the Academic Adjustment of Latino Adolescents

Authors

    • Department of PsychologyDepaul University
  • Yarí Colón
    • Department of PsychologyDePaul University
  • Patricia Esparza
    • Department of PsychologyDePaul University
Article

DOI: 10.1007/s10964-005-8950-4

Cite this article as:
Sánchez, B., Colón, Y. & Esparza, P. J Youth Adolescence (2005) 34: 619. doi:10.1007/s10964-005-8950-4

Abstract

The aim of this study was to examine the roles of sense of belonging and gender in the academic outcomes of urban, Latino adolescents. It was expected that sense of belonging would play a different role in males' and females' academic adjustment. Participants (N = 143) included mostly Mexican and Puerto Rican seniors from a large, urban high school. The academic outcomes assessed were grade point average, absenteeism, motivation, effort, and educational aspirations and expectations. As hypothesized, females consistently had more positive academic outcomes than males. Sense of school belonging significantly predicted academic outcomes, including academic motivation, effort, and absenteeism. Regression analyses did not show that gender explained differences in the relationship between sense of belonging and academic outcomes. Implications and future directions for research on urban Latino males and females are discussed.

Key Words

academic achievementsense of communitygenderLatino adolescents
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Copyright information

© Springer Science + Business Media, Inc. 2005