Citation

Zeldin S, Gauley JS, Barringer A, Chapa B. Am. J. Community Psychol. 2018; 61(3-4): 358-371.

Affiliation

Wisconsin Center for Education Research, University of Wisconsin-Madison, Madison, WI, USA.

Copyright

(Copyright © 2018, John Wiley and Sons)

DOI

10.1002/ajcp.12231

PMID

29431185

Abstract

Educational reform efforts emphasize empowerment and engagement, but these concepts are rarely translated into policy or classroom practice. This inquiry explores how schools can become places where students take ownership over their own learning. Phase 1 of this inquiry, a survey of students from diverse high schools, examines pathways to school engagement.

RESULTS indicated that youth voice in decision-making, particularly when the experience is situated within supportive adult relationships and a sense of safety, significantly predicts emotional and cognitive engagement. Phase 2, a case study of an exemplary high school, sought to explain these pathways. Grounded in the theoretical perspectives of "empowered community settings" and "youth-adult partnership," analyses highlighted the importance of a shared belief system and core instructional activities that were student-centered, affirmative, and strength-based. Within this context, the opportunity role structure allowed students to exercise voice in creating their own educational program. The relational environment offered partnership and safety for academic risk-taking. Teachers broke down traditional roles and power hierarchies in ways that helped students discover their own sources of engagement. The article identifies ways that community psychologists, as policy framers and as researchers, can help schools become places of empowerment and engagement.

© Society for Community Research and Action 2018.

Language: en

Keywords

Empowerment; School engagement; Youth-adult partnership