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Urban Schooling: Understanding Life Adjustments and
Social Belonging of Rural High School Students
Ma. Bianca Ysabel R. Basco, Reign Jacob M. Medina, Tricia L. Agbuya, Anjelyn S.
Anis, Kenneth D. Rafer, Daniela De Vera, and Laiza Camille F. Constantino
Senior High School, Emilio Aguinaldo College-Cavite, Dasmariñas City, Cavite

Email Address: bbasco7@gmail.com

contact number: 0965 178 5437

KEYWORDS:

 Academic
Performance
 School
Environment
 Educators
 Transition
 Socialization

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Abstract

© 2019 Emilio Aguinaldo College-Cavite. All Rights reserved.

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____________________________________________________________
Urban Schooling: Understanding Life Adjustments and Social
Belonging of Rural High School Students

INTRODUCTION

Belonging is a basic human need and motivation, enough to influence behavior (Maslow, 1943;
Strayhorn, 2013). People’s sense of social belonging, or their sense that they have good relationships
with others, is a fundamental human need. Having solid social connections can be as important to human
health and happiness as having food, water, and shelter. According to Strayhorn (2012), when students
lack a sense of belonging in college, their self-esteem, emotional connection, social identity, and
motivation are all negatively affected and undermines a student’s academic performance and even affects
one’s plans to stay in college. High school students transitioning from rural to urban schools are not
exempted in this matter, and thus it should be addressed.
This study aims to learn about the life adjustments and how certain factors influence high school
student’s social belonging in urban schools considering their rurality. At the end of this research, the
researchers will be able to identify the factors influencing the students’ social belonging and their different
behaviors as a response to the stimulus. This study will guide and support future researchers in their
study. It will be able to help students develop a sense of belonging that can positively affect academic
performance and motivation.

Background of the Study

The transition from middle school into high school is a critical period for future academic success
for students. During this time period, students — especially those from historically disadvantaged and
underrepresented groups — may question whether they belong in their school environment. There have
been various studies concerning students’ sense of belonging in different schools and countries. In the
qualitative case study “Rural Students’ Sense of Belonging at a Large Public University” by Benjamin P.
Heinisch, Ph.D. (2018), he explored how undergraduate students from rural areas experience higher
education environments and develop a sense of belonging at a large Midwestern public university. The
study defined rural considering students’ hometown population size and density as well as each individual
participant’s constructed reality of a rural identity (Crockett, Shanahan, & Jackson-Newsom, 2000).
At a large urban institution, rural students may feel the cultural differences between rural life and
college life even more profoundly. Coming mainly from a homogenous environment, many rural students

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experience a social shock when experiencing the views and perspectives of such a diverse population as
that found at a large urban university campus (Heinisch, 2016; Schultz, 2004).
In the current study, the goal was to select a case that best represents the phenomenon of
interest; therefore, an instrumental case study was conducted where according to Stake (2005), the case
“is examined mainly to provide insight into an issue or to redraw a generalization. The case is of
secondary interest, it plays a supportive role, and it facilitates our understanding of something else” (p.
437) in order to illustrate how cultural dissonance between rural life and life at an institution of higher
education can affect rural students’ sense of belonging.
This study will present facts and insights of the students’ and institutions in addressing the
phenomena. Furthermore, this research would help rural students transitioning to urban schools
understand their capabilities and develop a sense of belonging in their school community as well as those
who plan or decide to study in urban schools. It will also contribute in raising awareness among urban
students who have a transfer student from a rural area. This study will provide information which will help
urban students to help their rural classmate thrive and belong in the school community.

Statement of the Problem

This study will be conducted in order to determine the life adjustments of students in their current
society and how their sense of belonging affect their academic performance. Specifically, it aims to
answer the following questions:

1. What are the experiences of the students who transferred to the urban society?

1.1. How does it affect their physical, social, and mental health?

1.2. How do the students adjust to their new school environment?

1.3. What are the impacts of being distant from the rural society they grew up in and how does this
affect their relationships in the rural?

2. Why did they transfer in an urban type of area specifically in Dasmariñas Cavite?

2.1. Why do they feel lack of belongingness in their current society?

2.2. What might be the factors that makes them feel distinct from others in their community?

2.3. What are the things they consider upon transferring to Dasmariñas Cavite?

3. What is the significant difference between the rural and urban educators’ involvement in the student’s
performance that affect their sense of belonging?

3.1. What are the perceptions of the students, who came from the rural, regarding the different
approach of teachers in terms of involvement in their academic performance?

3.2. How does the teachers’ level of involvement affect the students’ learning and school conduct?

3.3. What are the different learning styles of the rural student which are components that affect their
attitudes towards the teachers’ involvement in their educational achievement?

Assumptions

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1. Students who are optimistic have a better sense of belonging and by being aware of the
phenomena they can help the school in terms of educational programs which will lead rural
students to perform well in their academics despite feeling like they do not belong before. The
transition of rural students to urban schools will continue to be important and research about the
phenomena will continue to expand, providing new information in the future.

2. The participants of the study may not be able to develop a sense of belonging despite the
recommendations of this study. It could be because the factors that affect their school adjustment
and sense of belonging are much deeper and difficult for them to comprehend and respond to.
The educators and institutions may also not be able to utilize the practices and fulfill their duty
due to lack of income, support, and interest to acknowledge the issue.

Significance of the Study

There are plenty of researches concerning rural students and their sense of belonging in urban
schools. However, the limited researches about high school students in the Philippines is sparse, at best.
The socialization process of rural students in their new school environment in the urban should be given
attention in order to have a better understanding of the phenomena. The study will help the following
entities:

Students – This research will help students to have better perceptions and approach to rural students
that will positively affect the students’ academic performance. Rural students will also be encouraged to
pursue studying at public high schools and adapt easier in their new environment to experience quality
education where they do not feel out of place.

Parents – The study can help the parents of rural students address their situation and avoid future
problems in school. Meanwhile, parents with children who are not in the same situation can help their
children attain a positive outlook about the rural students’ experiences when transitioning to urban
schools and educate their own children about it including themselves.

Emilio Aguinaldo College Cavite – This research will add credibility to the name of the school and its
students.

Schools – This study will help determine what specific areas and issues should schools address and
focus on to further enhance school practices and programs in order to make the school more responsive
towards preparing the students or their future profession.

Future Researchers – The study will guide researchers with the same interest to study the phenomena
and use this as a basis for their research. It will also help them uncover critical areas in the educational
field that many researchers were not able to explore and to have a better understanding about the current
issue.

Scope and Delimitation

The researchers chose to delimit various aspects of the study in order to define the scope of the
study. A key aspect of this study is understanding rural students’ experiences and therefore, it is crucial to
limit student participants to those who fit this study’s definition of rural and we specifically chose students
from the Congressional National High School-Dasmariñas Cavite. This study considers every aspect of
the students' personal information that has impacts on their academic performances. Thus, each of the

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chosen respondents are given the same survey questions and researchers will be utilizing individual
interviews.

Definition of Terms

Sense of Belonging – the human emotional need to be an accepted member of a group.

Rural – the background characteristics of the population of interest. It represents both a geographic
designation and a way of life for rural individuals and their hometown communities.

Urban – geographical area distinct from rural areas.

Socialization – The act of adapting behavior to the norms of a culture or society is called socialization.
Socialization can also mean going out and meeting people or hanging out with friends.

Transition – a change from one thing to the next, either in action or state of being.

Review of Related Literature

College Students’ Sense of Belonging: A Key to Educational Success for All Students (2019)

The book of author Terrel L. Strayhorn, which is the second edition of College Students’ Sense of
Belonging, explores student sub-populations and campus environments. It provides readers updated
information about sense of belonging, how it develops for students, and a conceptual model for helping
students belong and thrive. This book is an important resource for higher education and student affairs
professionals, scholars, including graduate students interested in students’ success. Furthermore, it is
supported by theory and research, and thus offering practical guidelines for improving educational
environments and policies.

Strayhorn’s book is related to the researchers’ study given that it focuses on the students’ sense
of belonging, particularly those transitioned from rural to urban schools. The coverage on a broad range
of topics of this book can assist researchers to acquire information and insights about the phenomena.
Moreover, the second edition also demonstrated the influence of educational interventions on college
students’ sense of belonging. The added information and findings of Strayhorn can help the researchers
to think of the best practices rural high school students and educators can utilize for them to create an
environment where the students can all thrive and belong.

Rural Students’ Sense of Belonging at A Large Public University (2018)

Heinisch’s qualitative case study reviewed and extended the study of Strayhorn. Belonging is a
driving force and motivation. It also intersects with one’s social identities and as environments change, it
must be constantly satisfied (Strayhorn, 2012). The study explored the experiences of undergraduate
students in higher education environments and how they develop a sense of belonging. He also defined
rural considering the students’ hometown population size and density as well as each participant’s
constructed reality of a rural identity (Crockett, Shanahan, & Jackson-Newsom, 2000).

The study of Heinisch is similar to the researchers’ study which describes rural students’
experiences in higher education environments. It described what rural students see as key environmental
factors affecting their sense of belonging, the supportive environment provided by the institution, and how
the students’ identification with their rural background influence how they experience their environment in
college. The findings of this study will guide the researchers in exploring related factors concerning high

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school rural students’ sense of belonging at an urban school in the Philippines. The urban school
environment can be radically different from what rural students are used to and that is why this study aims
to describe those differences as well as help the students develop a sense of belonging.

Socialization of Undergraduate Rural Students in A Large, Urban University

As stated in Emily R. Cerrone's study, students who grew up in rural areas should not think that
growing up in rural areas is a circumstance or a barrier that is keeping them from socialization (Howley,
2009). Then Stone (2014) added, there are students who found their rural backgrounds as an influence to
their perceptions about themselves positively. Though Stone found rural students acknowledge their
rurality, there are still rural students who have difficulty adjusting to urban universities. Murphy (1984)
examined the socialization and adaptability of rural students and said that there are many stressors
affecting them. While Bitz (2011) is focused on the stressors of students who came from rural societies to
urban colleges, found the predictors of their adjustments.

This study is related to the research study because it explores the perception of student’s who
came from rural areas and how they have difficulties adjusting to urban societies. It is also stated here
that students should not think that they are not allowed to socialize to the people in urban societies just
because they came from rural areas. Both studies cite the stressors affecting the students’ socialization,
therefore the researchers to conclude that there are deeper aspects pertaining the socialization of rural
students experiencing difficulties in the urban school environment.

Rural–Urban Disparity in Students’ Academic Performance in Visual Arts Education: Evidence

from Six Senior High Schools in Kumasi, Ghana (2015)

As stated by Nana Afia Amponsaa Opoku-Asare in her study, students have higher access in
Ghana’s public universities because in Ghana, senior high schools follow the same curriculum whether
rural or urban. Urban societies draw attention because urban schools have better infrastructures, more
qualified teachers, prestigious names and character that motivates students to do well in school based
from the findings from six public senior high school in Kumasi, Ghana.

The study of Nana Afia has a relation to the researchers’ study since it focuses on students’
academic performance from both urban and rural universities. It also shows the advancements of urban
universities that can also affect the characteristics of their students. Despite having the same curriculum,
there is still a significant difference between rural and urban schools, whereas urban schools are usually
larger in size, and enjoy greater responsibility for resource allocation unlike rural schools. The
researchers’ study states how students from the rural adjust to their current high school environment in
the urban. Therefore, the researchers concluded that the study of Nana is similar and can be used in
relation to the research topic which is all about the students’ life adjustments and how their sense of
belongingness in their new society affect their academic performance.

Lessons of Mastery Learning (2010)

In Thomas study, Lessons of Mastery Learning (2010) includes the educators’ implementations to
improve the student’s learnings. The article stated that student behavior and improvements depends on

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the educators teaching style that develops the abilities and skills of every student. "Mastery learning
teachers also offer effective enrichment activities that provide valuable, challenging, and rewarding
learning experiences for learners who have mastered the material and do not need corrective instruction."
Tomlinson concluded.

The study relates to the researchers’ study since it tackles about the student’s behavior which
depends on educators teaching style. Rural students have a distinct behavior from urban students and
the teaching styles of educators in terms of their advance teaching methods especially in terms of
technological tools and equipment. Therefore, the researchers conclude that the study of Thomas is
related to the life adjustments of students of rural high school students.

School Adjustment in Rural and Urban Communities: Do Students from “Timbuktu” Differ from
Their “City Slicker” Peers (2007)

Stanley, Comello, Edwards and Marquart’s large-scale, national study of 7th–12th grade students
living in 185 communities ranging from very rural to urban did not find any direct effect of level of rurality
on school liking and perceived school performance, two measures of school adjustment. The
characteristics of individuals living within those communities and the students’ teachers, family, and peers
were significantly related to these measures. The results showed that although peer school adjustment
had the greatest relationship to a student’s school adjustment, teacher caring was also strongly related to
school adjustment, especially to school liking. In addition, participation in school activities and, to a lesser
extent, participation in non-school activities were positively related to school adjustment. How much a
family cared about the student’s school behavior was positively related to school adjustment. However,
this relationship was relatively small, compared to peer and teacher influences. This may be due to the
family having more influence on the choice of peers rather than having a direct influence on school
adjustment.

There are a lot of components that affect a student’s school adjustment as discussed in Stanley,
Comello, Edwards, and Marquart’s study. It focused on high school students in Timbuktu, a famous city in
Mali, who are facing school adjustments. The findings of this study can guide the researchers’ in
interviewing students from the rural society. It will also enable us to explore and expand the current
knowledge about the factors that affect a student’s school adjustment which will be beneficial to students
and institutions.

Rural-Urban Education Inequality in the Philippines Using Decomposition Analysis (2015)

The study of Christian Marvin Bello Zamora and Rowena A. Dorado evaluates the educational
distribution in rural and urban areas both at national and provincial levels. The findings of the study reveal
the inconsistency of rural and urban education are usually improving over time. The decomposition
analysis shows that the rural-urban education inequality is what causes the education inequality at the
national level while at the provincial level, the inconsistency within the rural area is what causes the
education inequality. This implies that educational provision should be enhanced in rural areas.

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The literature and the researchers’ study both prove that there is really an inequality between the
education in rural and urban areas, but it is gradually improving over time. The study of Zamora and
Dorado states the problem that causes education inequality in rural and urban areas both at national and
provincial levels which can help us think of a way to reduce the phenomena. In this regard, assessing
inequalities in rural education will be important not only as a contribution to empirical literature but also as
a source of information for education and development policies. The decomposition analysis shows the
decreasing of the rural-urban average years of schooling (AYS) gap and the intersection of the
educational attainment of the rural and the urban populations. Provincial level estimates also confirm the
AYS gap between urban and rural populations, where urban populations often have higher levels of
education. The researchers can use this information to prove that rural students move to urban schools
because of the opportunities they could get and because of the higher education advancement since it is
confirmed that between urban and rural education, urban education has a higher educational attainment
level.

Review of Related Studies

Sense of Belonging at School: Defining Attributes, Determinants, and Sustaining Strategies

According to St-Amand, Jerome; Girard, Stéphanie; Smith, Jonathan (2017), the aim of their
study is to know and review school belonging that emphasizes on defining attributes, main determinants,
and measurement instruments of school belonging. It is also to identify the strategies that may enhance
school belonging. Indicating the defining attributes could lead teachers to adopt more precise pedagogical
strategies and ultimately help the researchers to measure the concept more accurately.

Having a connection is important to human health so that they won't feel that they don't belong to
the group. It is very essential to students because when they lack a sense of school belonging, they are
negatively affected and will have a dropout risk factor. The study is all about the belonging of students in
rural school. The purpose of the study and the researchers’ study is to learn about the life adjustments of
rural students and how certain factors influence the students’ school belonging. It is also to Identify the
factors influencing the student’s social belonging and their different behaviors as a response in everyday
life and that will help students to develop a sense of belonging that can positively affect academic
performance and motivation.

Factors Affecting Students Academic Performance at Preparatory and High Schools Level

Students are the most essential asset for any educational institute. The country's social and
economic growth is directly connected with academic performance of students (Ali et.al, 2009). In
addition, socio-economic status among educational professionals is one of the most researched and
discussed factor contributing to student academic performance (Tesfaye, 2013). Some experts argue that
being a low socioeconomic person has a negative impact on academic performances of student because
their basic needs remain unfulfilled. Therefore, they do not perform well academically (Adams, 1996). In
addition, it causes environmental deficiencies which results in low self-esteem of students (US
Department of Education, 2003)

As for the study, the students who came from rural society have highly differences in urban. The
combination of educational attainment, income and occupation are pertaining to socioeconomic status,
which the rural environment lacks. Insufficient knowledge in terms of academic program and socialization
can lead to poor academic performance and low chance of having a lot of best graduates who will

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become great contributors in the country. The study discussed the connection of the country’s social and
economic growth to the academic performance of students. In conclusion, the factors presented by the
study, especially the country’s role in the students’ academic performance, will guide the researchers in
exploring these factors as well as support the study.

To Belong Is to Matter: Sense of Belonging Enhances Meaning in Life (2013)

As cited by the work of Nathaniel M. Lambert, Tyler F. Stillman, Joshua Hicks, Shanmukh Vasant
Kamble, Roy Baumeister and Frank D. Fincham, social relationships seem to be a biological need for
humans (e.g., Baumeister & Leary, 1995). Baumeister (2005) claims that the human thirst for belonging
and the capacity to understand large systems of meaning are inextricably linked in the human psyche.
Sense of belonging in social groups can imbue life with meaning in various ways such as providing
stability, helping individuals create a shared social identity, and allowing them to pursue higher order
collective goals (Baumeister, 2001; Haslam, Jetten, Postmes, & Haslam, 2008; Tajfel, 1972).

Students who came from rural backgrounds may feel the cultural differences when studying in a
school in an urban society. Because they are from a rural background, their sense of belonging is
undoubtedly needed. Having a bond with other people due to sense of belonging helps us manage stress
(Wickham, 2019) and not having a bond with other people can become a stressor that can deeply affect
one’s mental health. That is why the researchers’ purpose is to help these students voice their thoughts
out and help those who surround them to comprehend what the students are feeling and hopefully be
able to help them develop a sense of belonging in the urban school community.

Theoretical Framework

Urie Bronfrenbrenner formulated the Ecological System Theory (1997) which explains how
children interact with other people base on the environment that they grew up with. The theory presented
5 systems. The MICROSYSTEM which comprises the daily home, school, peer group and community
environment of the children that has interactions that involve personal relationships within the children
that can affect how they grow; MESOSYSTEM involves the relationship between home and school,
between peer group and family, and between family and community that can affect the child whether
positively through harmony and like-mindedness or negatively through experiences disequilibrium and
conflicting emotions; EXOSYSTEM pertains to the things that may not directly interact with the child but
can still have an impact on their lives; MACROSYSTEM is composed of the children's pattern and values,
specifically their dominant beliefs and ideas, as well as political and economic systems that may affect the
child’s growth; CHRONOSYSTEM which demonstrates the influence of both change and constancy in the
child's environment that may include family structure, address, parent's employment status as well as
economic cycle and wars.

This theory is related to the study because as stated, each system describes different influences
that can affect the child’s growth. Through utilizing this theory, we can gain a deeper knowledge about
how and why the students behave in a certain way depending on what environment they live in, how they
grew up, what relationship they have within their family members, friends, classmates, etc., what their
perspectives while growing up are (whether negatively or positively), how their surroundings affect them,
and the impacts on the change of environment.