Murray State Theses and Dissertations

Abstract

National graduation rates have improved over time; however, persistent disparities reveal that prior reform efforts have not fully addressed the relational and cultural dimensions that shape student experiences. The study examines how students from historically marginalized groups perceive the school climate, inclusivity, and sense of belonging, and how these perceptions relate to their academic performance and on-time graduation. Grounded in the Life Course Perspective, Expectancy-Value Theory, and Social Capital Theory, this study conceptualizes belonging, motivation, and support as interconnected factors that influence students’ educational trajectories. Using a quantitative correlational design, this study examines the associations between students’ perceptions of school climate and four-year graduation outcomes across demographic subgroups. Findings indicate that belonging, motivation, and support significantly predict academic engagement and persistence, although their influence varies by subgroup and type of outcome. Students who experience strong inclusivity and a genuine sense of belonging are more likely to graduate on time. Results highlight the need for systemic and culturally responsive reforms that strengthen belonging and motivation across the P-20, emphasizing that equity depends on transforming the relational and structural foundations of schooling.

Year manuscript completed

2025

Year degree awarded

2025

Author's Keywords

school climate, inclusivity, belonging, motivation, support, equity

Degree Awarded

Doctor of Education

Department

Educational Studies, Leadership and Counseling

College/School

College of Education & Human Services

Dissertation Committee Chair

Jonathan Parrent

Committee Member

Melissa Chapman

Committee Member

Faith Stroud

Document Type

Dissertation

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