An Exploration of the Relationship between School Poverty Rates and Students' Perceptions of Empowerment: Student-Staff Relationships, Equitable Roles, & Classroom Sense of Community

Autor/inn/en	Nisle, Stephanie; Anyon, Yolanda
Titel	An Exploration of the Relationship between School Poverty Rates and Students' Perceptions of Empowerment: Student-Staff Relationships, Equitable Roles, & Classroom Sense of Community
Quelle	In: Applied Developmental Science, 27 (2023) 3, S.269-284 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
DOI	10.1080/10888691.2022.2061490
Schlagwörter	Poverty; Secondary School Students; Urban Schools; Student Attitudes; Student Empowerment; Grade 6; Grade 7; Grade 8; Grade 9; Grade 10; Grade 11; Grade 12; Student Role; Interpersonal Relationship; Educational Environment; Socioeconomic Influences; Correlation; Racial Composition; Racial Segregation; Participative Decision Making; Equal Education; Student Characteristics; Institutional Characteristics + Suchen Sie Ihr Suchwort? Armut; Sekundarschüler; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schülerverhalten; Studienberechtigung; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Sozioökonomischer Faktor; Korrelation; Rassentrennung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01