A sense of belonging is a fundamental need and an evaluation of the quality of social connections that can affect our mental and physical health (Allen, 2021). Drawing on theories of belonging and formal citizenship, Vincent (2021) stressed the potential of schools to develop a sense of belonging for all. The increasing diversification of school classrooms called for understanding ethnic minority experiences in school. The present study examined school belonging experiences of girls from an ethnic minority background using a visual narrative approach. Participants received disposable cameras to take photographs of their day-to-day experiences of school belonging, which were used to elicit stories of belonging during a narrative interview held at school. The study underpinned tenets of emancipatory research and intersectionality theory and used the Listening Guide as an analytical tool for identifying the participants' stories. Findings reveal how the societal, cultural, and political pressures impact the girls’ ethnic and gendered identity development. This influenced girls to adopt an embodied understanding of belonging rooted in European beauty standards. Participants’ visual and narrative work reflects how attempts to conform affected their body image and ethnic identity. This shed light on the intersectional oppressive forces that impact identity development and disrupt the participant’s sense of belonging. Genuine connections with friends and teachers who understand and validate their experiences helped to mitigate ethnic discrimination and foster safe spaces of belonging. The findings highlighted the significance of opportunities to feel represented in their gendered and ethnic identities in school. The implications discussed call for schools and Educational Psychologists to critically review their practice and consider how representation can be embedded into the school environment and learning meaningfully so that all students have opportunities to feel accepted and belong.
“I do feel connected to them, but, not completely, there’s this gap that I can’t really close.” A visual narrative inquiry of belonging amongst secondary school girls from ethnic minority backgrounds.
Gunetilleke, S. (Author). 23 Jan 2024
Student thesis: Doctoral Thesis › Doctor of Educational Psychology (DEdPsy)