Creating Connectedness through Being Known: Fulfilling the Need to Belong in U.S. High Schools

Autor/inn/en	Chhuon, Vichet; Wallace, Tanner LeBaron
Titel	Creating Connectedness through Being Known: Fulfilling the Need to Belong in U.S. High Schools
Quelle	In: Youth & Society, 46 (2014) 3, S.379-401 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0044-118X
DOI	10.1177/0044118X11436188
Schlagwörter	Adolescents; Adolescent Development; Reputation; Group Membership; Interpersonal Relationship; Adolescent Attitudes; Teacher Effectiveness; Instructional Effectiveness; Teacher Student Relationship; Context Effect; Caring; High School Students; Secondary School Teachers; Focus Groups; California; Minnesota; Pennsylvania + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Gruppenzugehörigkeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Care; Pflege; Sorge; Betreuung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kalifornien
Abstract	A multidisciplinary body of literature has established that students' affective relationships with teachers are associated with important academic and developmental outcomes. In this article, we explored late adolescents' active interpretations of what we call "being known" in high school. Distinct from a generalized perception of the school environment, namely, sense of school belonging, the concept of being known may provide a cohesive and efficient framework for understanding the intersections of developmental tasks, psychosocial perceptions, and effective teaching. Our focus group data with adolescents ("M" = 16.65 years old, "N" = 77) yielded three robust findings (a) moving beyond "just teach" teacher relationships; (b) providing instrumental support; and (c) engaging a benefit-of-the-doubt treatment of students. We examined each of these key themes to probe how connectedness is created or undermined through the moment-by-moment experiencing of relational structures characterized by students' perceptions of being known by adults in an educational context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10