Citation

Liberation or marginalization: An investigation of school climate, adolescent ethnic identity, and educational participation

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Abstract:

This paper is situated within the context of a larger longitudinal study that focuses on the associations among student, teacher, and parent perceptions of the school environment and academic achievement as youth experience school and developmental transitions. The focal town of research is a multi-cultural mid-west city with a history of labor-based migration, representative of a growing number of mid-sized towns in the U.S., with ethnically marginalized adolescents inhibiting academic success. The goal of this particular paper is to examine whether relationships exist between adolescent ethnic identity, feelings of marginalization, and student school participation. This study draws from several conceptual frameworks which interpret the ecological environment, including socio-cultural setting as working in symbiosis with the individual. Bronfenbrenner’s ecological developmental model illustrates the significance of the interaction between the adolescent and the various systems in their environment. Harter’s symbolic interactionist perspective suggests that individuals internalize the appraisals of others in their formulation of self-concept, including ethnicity; while Pinney’s conceptual understanding of the process of ethnic identity among minority adolescents is also integral to this work. Employing a multi-strand concurrent mixed method design, the findings for this presentation are based primarily on three waves of quantitative data from the larger longitudinal project which surveyed approximately 900 middle and high school students in the fall 2009, spring 2010, and fall 2010. Qualitative data from a sub-sample of students interviewed during each wave complements the quantitative analysis. Preliminary findings reveal relationships between school climate and student ethnic identity, with feelings of marginalization and apathy toward school varying by grade level.

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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


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URL: http://citation.allacademic.com/meta/p493078_index.html
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MLA Citation:

Booth, Margaret. and Gerard, Jean. "Liberation or marginalization: An investigation of school climate, adolescent ethnic identity, and educational participation" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p493078_index.html>

APA Citation:

Booth, M. Z. and Gerard, J. M. , 2011-05-01 "Liberation or marginalization: An investigation of school climate, adolescent ethnic identity, and educational participation" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p493078_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This paper is situated within the context of a larger longitudinal study that focuses on the associations among student, teacher, and parent perceptions of the school environment and academic achievement as youth experience school and developmental transitions. The focal town of research is a multi-cultural mid-west city with a history of labor-based migration, representative of a growing number of mid-sized towns in the U.S., with ethnically marginalized adolescents inhibiting academic success. The goal of this particular paper is to examine whether relationships exist between adolescent ethnic identity, feelings of marginalization, and student school participation. This study draws from several conceptual frameworks which interpret the ecological environment, including socio-cultural setting as working in symbiosis with the individual. Bronfenbrenner’s ecological developmental model illustrates the significance of the interaction between the adolescent and the various systems in their environment. Harter’s symbolic interactionist perspective suggests that individuals internalize the appraisals of others in their formulation of self-concept, including ethnicity; while Pinney’s conceptual understanding of the process of ethnic identity among minority adolescents is also integral to this work. Employing a multi-strand concurrent mixed method design, the findings for this presentation are based primarily on three waves of quantitative data from the larger longitudinal project which surveyed approximately 900 middle and high school students in the fall 2009, spring 2010, and fall 2010. Qualitative data from a sub-sample of students interviewed during each wave complements the quantitative analysis. Preliminary findings reveal relationships between school climate and student ethnic identity, with feelings of marginalization and apathy toward school varying by grade level.


Similar Titles:
Political participation opportunities, civic knowledge, a democratic school climate, and adolescents’ political participation in the future: A comparative study

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