Unfair, Unsafe, and Unwelcome: Do High School Students' Perceptions of Unfairness, Hostility, and Victimization in School Predict Engagement and Achievement?

Autor/inn/en	Ripski, Michael B.; Gregory, Anne
Titel	Unfair, Unsafe, and Unwelcome: Do High School Students' Perceptions of Unfairness, Hostility, and Victimization in School Predict Engagement and Achievement?
Quelle	In: Journal of School Violence, 8 (2009) 4, S.355-375 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-8220
Schlagwörter	Reading Achievement; Mathematics Achievement; School Culture; Educational Environment; Victims of Crime; Psychological Patterns; School Safety; High School Students; Social Justice; Violence; Bullying; Predictor Variables; Student Participation; Grade 10; Teacher Attitudes; Student Attitudes; Socioeconomic Influences; Gender Differences; Racial Differences; School Size; Poverty + Suchen Sie Ihr Suchwort? Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulkultur; Schulleben; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Victim; Victims; Crime; Opfer; Verbrechen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Soziale Gerechtigkeit; Gewalt; Mobbing; Prädiktor; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrerverhalten; Schülerverhalten; Sozioökonomischer Faktor; Geschlechterkonflikt; Rassenunterschied; Armut
Abstract	Using a national data set, Education Longitudinal Study of 2002 (ELS:2002), we examined three dimensions of 10th-grade school climate--unfairness, hostility, and victimization--as predictors of teacher-perceived student engagement and achievement in reading and mathematics in the same year. The dimensions of school climate that predicted engagement and achievement depended on whether differences were examined within schools (individual level) or between schools (school level). Specifically, at the individual level, student perceptions of victimization predicted lower individual engagement and reading and math achievement. At the school level, collective perceptions of hostility predicted lower engagement and reading achievement. This study furthers understanding of the predictors of school engagement and achievement and offers implications for how school climate operates in differentiated ways depending on the level of the school ecology. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10