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It defines belonging through interpersonal acceptance, positive emotions, supportive peer/adult relations, and adaptive harmonization, then connects inequitable school structures to reduced belonging for disadvantaged and immigrant students. Research evidence shows belonging declines over time and that OST can create welcome, mentorship, and community-grounded learning conditions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/voices-from-the-field-the-intersection-of-belonging-and-equitable-outcomes/591044/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/voices-from-the-field-the-intersection-of-belonging-and-equitable-outcomes/591044.png","ImageObject",300,407,{"name":92,"@type":93},"McQueen","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the paper’s main argument about belonging in out-of-school time (OST)?","Question",{"text":112,"@type":113},"OST programs can significantly influence participants’ sense of belonging, and this belonging is directly tied to equitable outcomes through program systems and relationships with youth and families.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the document define belonging?",{"text":117,"@type":113},"Belonging is described as students’ feeling of personal acceptance, respect, inclusion, and support in their social environment, supported by attributes such as positive emotions, positive relations, willingness to engage, and harmonization (adaptation to situations or people).",{"name":119,"@type":110,"acceptedAnswer":120},"What does the document say about which students feel less belonging?",{"text":121,"@type":113},"Students disadvantaged by race and opportunity, and students who do not fit Eurocentric pedagogy and the industrial setup of American schools, are less likely to feel they belong; immigrant students may find this particularly difficult.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591044,1792873151,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":81,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":39,"preview_page_count":4},5909890329169,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","VO ICES FROM THE FIELD  \nThe Intersection of Belonging and Equitable Outcomes  \nPriscilla Parchia  \nOut-of-school time (OST) professionals seek the best ways to supplement and enhance young people’s experiences to achieve equitable outcomes for participants. Often this enhancement presents as academic support, arts or sports programming, job development, or project-based learning. OST professionals strive to create environments where participants feel they belong.  \nThe goal of fostering belonging drives programs to create systems and develop relationships with youth and families. The intersection of creating equitable outcomes for youth and creating a sense of belonging is tangible in OST. The combination is directly woven  \ninto the work’s core tenets, as evidenced in staff training and program evaluation systems. Consequently, OST programs can have an incredible impact on young people’s sense of belonging.  \nWhat Is Belonging?  \nBaumeister and Leary (1995) hypothesize that “human beings have a pervasive drive to form and maintain at least a minimum quantity of lasting, positive, and significant interpersonal relationships”(p. 497) . Goodenow (1993) defines belonging as “the extent to which students feel personally accepted, respected, included, and supported by others in the school social environment”(p. 80). A sense of belonging gives  \nPRISCILLA PARCHIA is an expanded learning program manager in Oakland Unified School District in California, where she supports afterschool programs in collaboration with community-based organizations and school site partners. This paper results from a fellowship she completed with the National Institute on Outof-school Time and CalSac’s Leadership Development Institute for Emergent Leaders of Color.  \nyouth a sense of security and connectedness, lack of which can negatively affect their perceptions of themselves and ultimately their motivation to learn and study (OECD, 2018) .  \nSt-Amand and colleagues (2017) identify four defining attributes of belonging:  \n• Positive emotions, including feelings of intimacy, usefulness, pride, and support  \n• Positive relations with peers and adults  \n• Energy and a willingness to get involved in a meaningful way within a group  \n• Harmonization,“the ability for individuals to change personal aspects to align with any situations or people that would warrant such an adaptation” (StAmand et al. , 2017, p. 109)  \ntheir education at the secondary level. Immigrant students may find it particularly difficult to find a sense of belonging in school. As Beck and Malley (1998) say,“Neglected children with damaged spirits and a diminished sense of self are at high risk for failure.”  \nThe implication of these studies is clear: Students at a disadvantage—a condition that in the U.S. is clearly demarcated by race and opportunity—are less likely than others to feel that they belong in school. Students who do not fit the Eurocentric pedagogy and industrial setup of American schools feel rejected. Socialization in schools functions differently for students of different races or classes. According to Beck and Malley (1998), children who are considered to be disadvantaged are“socialized for subordination”; the rest are “socialized for responsibility.” Being socialized for subordination  \nThese attributes suggest that OST program participants causes students to feel alienated and disengaged with are already primed to realize their hope of belonging. learning so that their educational outcomes are affectFor example, the fact that they ed (Beck & Malley, 1998) .  \nparwiliicipngte ino geicateinvsolthavedt thBeelyoarnge- The implication of these The Place of OSTingness depends on every young studies is clear: Students at a OST offers young people opportuperson actively participating as a disadvantage—a condition nities to break from these molds to responsible, contributing citizen that in [the U.S. is](the U.S. is) clearly have more freedom to be connectof the community (OECD, 2018) . ","cbCaif0djVnGJeY4","https://ap.wps.com/l/cbCaif0djVnGJeY4","pdf",108652,"English","# Out-of-school time professionals and equitable outcomes\n## What is belonging?\n## Who feels they belong?\n## The place of OST","[{\"question\":\"What is the paper’s main argument about belonging in out-of-school time (OST)?\",\"answer\":\"OST programs can significantly influence participants’ sense of belonging, and this belonging is directly tied to equitable outcomes through program systems and relationships with youth and families.\"},{\"question\":\"How does the document define belonging?\",\"answer\":\"Belonging is described as students’ feeling of personal acceptance, respect, inclusion, and support in their social environment, supported by attributes such as positive emotions, positive relations, willingness to engage, and harmonization (adaptation to situations or people).\"},{\"question\":\"What does the document say about which students feel less belonging?\",\"answer\":\"Students disadvantaged by race and opportunity, and students who do not fit Eurocentric pedagogy and the industrial setup of American schools, are less likely to feel they belong; immigrant students may find this particularly difficult.\"}]","VOICES FROM THE FIELD - The Intersection of Belonging and Equitable Outcomes | PDF",1792071002]