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Students From Non-Elite Backgrounds' Experiences of Belonging in Elite International Schools

Students From Non-Elite Backgrounds' Experiences of Belonging in Elite International Schools

Ellen Christine Heyting
Copyright: © 2024 |Pages: 22
ISBN13: 9781668487952|ISBN10: 1668487950|EISBN13: 9781668487969
DOI: 10.4018/978-1-6684-8795-2.ch013
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MLA

Heyting, Ellen Christine. "Students From Non-Elite Backgrounds' Experiences of Belonging in Elite International Schools." Handbook of Research on Critical Issues and Global Trends in International Education, edited by Megel R. Barker, et al., IGI Global, 2024, pp. 323-344. https://doi.org/10.4018/978-1-6684-8795-2.ch013

APA

Heyting, E. C. (2024). Students From Non-Elite Backgrounds' Experiences of Belonging in Elite International Schools. In M. Barker, R. Hansen, & L. Hammer (Eds.), Handbook of Research on Critical Issues and Global Trends in International Education (pp. 323-344). IGI Global. https://doi.org/10.4018/978-1-6684-8795-2.ch013

Chicago

Heyting, Ellen Christine. "Students From Non-Elite Backgrounds' Experiences of Belonging in Elite International Schools." In Handbook of Research on Critical Issues and Global Trends in International Education, edited by Megel R. Barker, Robyn Conrad Hansen, and Liam Hammer, 323-344. Hershey, PA: IGI Global, 2024. https://doi.org/10.4018/978-1-6684-8795-2.ch013

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Abstract

A sense of belonging to one's educational institution has been linked to many positive benefits and could be utilised as a tool to close gaps in academic completion rates. In elite international schools, not all students fare the same. One explanation for this gap is a lack of a ‘sense of belonging'. The current study addresses the research question of ‘How do students from non-elite backgrounds experience belonging at an elite international school?' Semi-structured interviews with ten Grade 11 students from non-elite backgrounds who attended an elite international school in a major Asian city were conducted. The data was analysed using a descriptive qualitative approach. The results suggest relationships and school culture most affected students' sense of belonging. These findings suggest there are many complexities to the belonging experienced by students from non-elite backgrounds studying in international schools. This study concludes with advice to educators in international schools and the wider sector.

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