An exploration of the relationship between school poverty rates and students’ perceptions of empowerment: student-staff relationships, equitable roles, & classroom sense of community

IF 1.7 3区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL
Stephanie Nisle, Yolanda Anyon
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引用次数: 0

Abstract

Abstract This study explores the association between school-level poverty rates and young peoples’ perceptions of student empowerment, drawing on survey and administrative data from a large urban district. Participants included 29,318 diverse youth in grades 6-12 from 211 schools. We used multilevel linear regression models to estimate the relationships between school poverty rates and students’ reports of positive relationships, equitable roles, and a sense of community. Results indicated that youth attending schools with higher poverty rates were less likely to report empowering school climates than their peers from schools serving more affluent students. We also found a strong correlation between school-level poverty rates and student racial composition. Findings suggest that young people who attend racially segregated schools with concentrated poverty would likely benefit from greater opportunities for relationship building, power-sharing, and community building. Such efforts may also strengthen other domains of youth development, including academic achievement and positive identity.
探讨学校贫困率与学生赋权观念之间的关系:师生关系、公平角色和课堂社区意识
摘要本研究利用一个大城市地区的调查和行政数据,探讨了学校贫困率与年轻人对学生赋权的看法之间的关系。参与者包括来自211所学校的29318名6-12年级的不同青年。我们使用多水平线性回归模型来估计学校贫困率与学生关于积极关系、公平角色和社区意识的报告之间的关系。结果表明,与来自为更富裕学生服务的学校的同龄人相比,就读于贫困率较高的学校的年轻人不太可能报告学校氛围增强。我们还发现,学校一级的贫困率与学生的种族构成之间有很强的相关性。研究结果表明,就读于种族隔离学校、贫困集中的年轻人可能会从建立关系、分享权力和建立社区的更多机会中受益。这种努力还可能加强青年发展的其他领域,包括学术成就和积极认同。
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来源期刊
Applied Developmental Science
Applied Developmental Science PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
12.00
自引率
2.60%
发文量
23
期刊介绍: The focus of this multidisciplinary journal is the synthesis of research and application to promote positive development across the life span and across the globe. The journal publishes research that generates descriptive and explanatory knowledge about dynamic and reciprocal person-environment interactions essential to informed public dialogue, social policy, and preventive and development optimizing interventions. This includes research relevant to the development of individuals and social systems across the life span -- including the wide range of familial, biological, societal, cultural, physical, ecological, political and historical settings of human development.
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