FACTORS THAT AFFECT AFRICAN-AMERICAN STUDENTS BONDING TO MIDDLE SCHOOL

Through action research, I explored the effects of school structure and the peer group on students' bonding to middle school. In particular, I examined whether students in a multiage house design, one in which they have the same teacher for 3 years, have a stronger connection to their school. The results of surveys and interviews with 10 students (5 who had been with the same teacher for 2 years and 5 students who were new to the school), 9 teachers, and 4 sets of parents from a middle school identified some of the dynamics that influence African-American students' bonding. In particular, students demonstrated a split loyalty to their peer group and their homeroom teacher, and these two forces were often in conflict. I discuss how school structure and peer influences can interact to affect students' sense of belonging to school and how schools have to work to develop strong bonds and offer alternatives to encourage black students' school success.