"I don't even belong in this class, bro": A framework for teacher inquiry into students' sense of belonging

At the beginning of her fifth year as a high school science teacher, Katelyn, one of the authors, received her Conceptual (C-Level) Astronomy roster for the year. Students deemed in need of additional mathematical support and students labeled as learning English as a Second or Other Language (ESOL) were tracked into C-Level Astronomy. While this had been true in the two years she had previously taught this course, this year's high percentage of ESOL students surprised Katelyn. Katelyn's roster consisted of ~60% ESOL students, with a significant number of Hispanic (~47%) and Black (~14%) students, all higher percentages than her school's population as a whole. Aiming to support each and every student, Katelyn recognized the importance of building a positive and inclusive classroom culture in C-Level Astronomy. At the beginning of the year, each class began with a meeting aimed at building relationships and setting norms. Katelyn was also cognizant of giving students choice and voice in assignments, designing inquiry-based instruction, and differentiating to meet students where they were. Yet something felt like it was missing. Based on previous years' experience, Katelyn's ESOL, Hispanic, and Black students seemed to not "buy in" to her class, and more broadly to school. She remembered instances in which students were silent with their arms crossed during class meetings, refused to work with their peers, and skipped class. More often than not, these instances were from students of color, and Katelyn wanted this upcoming year to be different. She wanted every student to feel that they belonged, had a voice, and were valued as individuals, but she wasn't sure how to accomplish this. Furthermore, she worried that all of