Sense of belonging in culturally and ethnically diverse educational contexts: a systematic review
Amid increasing cultural diversity in classrooms, migrant students still report a lower sense of school belonging. This study aimed to review the scientific literature on school belonging in culturally and ethnically diverse contexts, considering the four components of belonging described in Allen e...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2026 |
| País: | España |
| Institución: | Universidad Autónoma de Madrid |
| Repositorio: | Biblos-e Archivo. Repositorio Institucional de la UAM |
| Idioma: | inglés |
| OAI Identifier: | oai:dnet:biblosearchi::c8a4f6273a0844b44c411cd3295ec075 |
| Acceso en línea: | https://hdl.handle.net/10486/770740 https://dx.doi.org/10.1007/s11218-026-10205-1 |
| Access Level: | acceso abierto |
| Palabra clave: | Sense of belonging Components of belonging Cultural and ethnic diversity Formal education Inclusive education Psicología |
| Sumario: | Amid increasing cultural diversity in classrooms, migrant students still report a lower sense of school belonging. This study aimed to review the scientific literature on school belonging in culturally and ethnically diverse contexts, considering the four components of belonging described in Allen et al.’s (Aust J Psychol 73(1):87–102, 2021) model: opportunities, competencies, motivations, and perceptions. Specifically, it sought to explore which student populations are analyzed, which methodologies are employed, which components of belonging are addressed, and the main findings reported. the review was conducted following the PRISMA 2020 protocol. Searches in the PsycInfo, ERIC, and Dialnet databases for literature published between 2014 and 2024 yielded 29 relevant articles. Of the 29 articles reviewed, 23addressed the opportunities component, seven analyzed competencies, seven explored perceptions, and only one focused on motivations. Regarding opportunities, discussions centered on the influence of school climate, specific grouping practices,and teacher and peer behavior. Additional demographic variables related to belonging, though not directly linked to the model’s components, were also identified. Quantitative studies predominated. The findings support the applicability of Allen et al.’s model in educational settings, while also highlighting the need to consider demographic factors—such as gender, age, and cultural/ethnic background—to enhance its comprehensiveness and foster more inclusive environments. The potential negative effects of focusing exclusively on students from minoritized cultural groups are also acknowledged, and the importance of adopting more qualitative and collaborative methodologies is emphasized. Further research directions and practical implications are discussed |
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