Sharing Student Projects

This dissertation aim to explore the factors contributing to the sense of belonging among South Asian girls in secondary schools in Greater Manchester, with an emphasis on the intersectionality of their identities and the role of autonomy, competent competence, and relatedness within the self-determination theory framework. By examining the complex interplay of cultural, social, and academic factors, this study provides a deeper understanding of how South Asian women experience belonging in secondary schools and the unique challenges they face due to intersection factors. The target population were South Asian women aged 18 to 25 as this was a retrospective study to mitigate ethical concerns, the study has 6 participants from different South Asian backgrounds who attended secondary school in Greater Manchester. The first research question, which sought to identify the factors contributing to South Asian women sense of belonging, revealed that the most significant factors were cultural recognition, meaningful relationships with peers and teachers, and a supportive S school environment. The second research question, which examined the visibility of experiences among South Asian women, demonstrated her intersectionality plays a crucial role in shaping students sense of belonging. The study found that individual experiences were influenced by various intersecting factors such as social economic background, level of cultural identification, and personal resilience. This highlights the importance of considering intersectionality in understanding the diverse experiences of South Asian women, as their sense of belonging is not solely shaped by their ethnic identity, but by the complex interaction of multiple social and personal factors. The third research question explores how South Asian women believe schools can enhance the sense of belonging for future generations, the findings reveal several important themes that align with current literature while offering new insights. Participants emphasised the need for schools to validate ethnic minority, experiences encourage cultural expression, and diversify their curriculum. Applying SDT within an intersectional framework revealed how South Asian woman's sense of belonging is tide to intrinsic motivation and engagement. When their needs for autonomy, competence, and relatedness are met through culturally responsive teaching, peer support, and positive teacher student interactions, they show greater academic resilience and a stronger sense of belonging this highlights the need for educational practises that support both academic success and psychological well-being by nurturing intrinsic motivations. The findings of my study extend existing research and meaningful ways, offering clarity on aspects that were previously underexplored or ambiguous with the literature. For instance, while some studies acknowledged the role of cultural factors, they often failed to explore these in relation to school belonging. These studies treated cultural influences in isolation, rather than considering how they intersect with other key factors affecting students sense of belonging. My research, therefore, bridges this gap by highlighting the interconnectedness of cultural identity with broader educational experiences, offering a more nuanced understanding of how multiple influences shape students sense of inclusion and belonging.

This research has several real-world applications, particularly in the educational sector. Schools, educators, and policy-makers can benefit from the findings by using the insights to better support South Asian women in secondary schools. The study highlights the importance of understanding the intersectionality of students’ identifies and how cultural recognition, peer relationships, and a supportive environment impact their sense of belonging. Educators can apply the findings of this research to implement culturally responsive teaching strategies tailored to the unique needs of South Asian students. By cultivating an environment that acknowledges and values diverse cultural identifies, schools can enhance students’ academic performance, emotional well-being, and overall engagement with their educational experience. The findings may also be useful for parents and community organisations that support South Asian students, as they offer guidance on how to better advocate for their children’s needs within the school system. At a broader level, the research contributes to the ongoing conversation around educational equity, promoting inclusive practices that can reduce the barriers faced by marginalised groups in the education system to increase belonging.