An exploration of the relationships among relatedness, identity threat, and academic achievement in minority students in higher education

The purpose of this study was to identify significant relationships between identity threat, relatedness or sense of belongingness, and academic achievement in a sample of minority college students who were enrolled in an underrepresented academic field in higher education. Our sample included 56 Hispanic students enrolled in an organic chemistry class at a southwest university. Findings show that ethnic sense of belongingness positively predicted classroom sense of belongingness, which in turn predicted effort. This relationship was also impacted by students' perceptions of self-efficacy to achieve, teacher trust and academic support, and intrinsic motivation and know and accomplish. Overall, findings highlight the influence of ethnic sense of belongingness at school, in achievement and motivational processes in the classroom.