Fostering the Cultural Experiences and School Engagement of Samoan American Students in Urban Schools

Borrero, Noah; Yeh, Christine J.

doi:10.1177/0042085916674057

Cited by 5 publications

(3 citation statements)

References 69 publications

(130 reference statements)

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“…Certainly, scholars have examined other individual and contextual factors that facilitate student engagement, beyond those that generate feelings of autonomy, belonging, and competence, including school size, school condition, disciplinary policies, classroom structure, task characteristics, school conditions, peer influence, curricular relevance, and student–teacher relationships (Borrero & Yeh, 2016 ; Greer et al, 2018 ). While this research has identified key practices and policies that can promote student engagement, such as giving students a choice in how to frame problems and tasks (Schmidt et al, 2018 ), it has largely side-stepped the question of whether and how student voice might matter either to engagement or to its psychological antecedents.…”

Section: Literature Reviewmentioning

confidence: 99%

The Relationship Between Student Voice and Student Engagement in Urban High Schools

2022

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Drawing on student self-report survey data, this study examines student engagement across 67 urban high schools in the School District of Philadelphia. Results show that schools with higher rates of affective, behavioral, and cognitive engagement differ significantly from schools with other engagement profiles in students’ average reports of teacher care and student voice. Path analyses lend support for self-determination theory and corroborate qualitative research that observes that student voice can improve student engagement. By highlighting the roles of teacher care and feelings of competence and belonging, this study identifies key means by which student voice influences student engagement. Supplementary Information The online version contains supplementary material available at 10.1007/s11256-022-00637-2.

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Section: Literature Reviewmentioning

confidence: 99%

The Relationship Between Student Voice and Student Engagement in Urban High Schools

2022

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“…An example of this has been research on students of migrant descent, with multi and intercultural identities considered an at-risk population regarding mental health, in which collective self-esteem shows direct effects on psychological, subjective, and socio-emotional well-being ( Crocker et al, 1994 ; Kim and Omizo, 2005 ; Du et al, 2017 ; Cornejo et al, 2020 ). Other studies have been conducted on racial minority students whose educational opportunities are affected by intergenerational background ( Thomas, 2017 ); others have focused on the interaction between family and school educational practices to show how collective self-esteem, as a cultural factor, promotes school engagement ( Borrero and Yeh, 2020 ). Studies have also been published that show the effect of collective self-esteem on the self-construals responsible for psychological well-being in students at the higher education level ( Yu et al, 2016 ).…”

Section: Introductionmentioning

confidence: 99%

Collective Self-Esteem and School Segregation in Chilean Secondary Students

et al. 2021

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Chile has established hybrid policies for the administrative distribution of its educational establishments, leading to significant gaps in educational results and school conditions between public, mixed, and private schools. As a result, there are high levels of segregation, and social and economic vulnerability that put public schools at a disadvantage, affecting their image and causing a constant decrease in enrollment. An abbreviated version of Luhtanen and Crocker’s (1992) collective self-esteem scale was adapted and validated for the Chilean educational context because of its usefulness in studying processes of social segregation and cultural coherence, seeking to identify student perception about the appreciation of school actions in the context of belonging and identification with schools, in order to compare between groups according to types of establishment and assess the effects of school conditions on the perception of students. A representative sample of Chilean secondary students between 9th and 12th grades participated (n = 3635, 52.8% women, average age 15.9 years, SD = 1.1). Descriptive analyses, comparison of means between groups, confirmatory factorial analyses, and multi-group analyses were conducted to test the adjustment and invariance of the unifactorial structure of a reduced version of four items. The results indicated that the scale satisfactorily complies with the proposed adjustment indexes, presents total invariance by gender and partial invariance by administrative dependence, and allows establishing statistically significant differences in the collective self-esteem, indicating a higher score for students in the private system, and a lower score for those in the public system. These results show the negative effects of high school segregation on students’ collective self-esteem, affecting the appreciation of personal, collective, and institutional activities and the sense of belonging. Although previous research has explored some of the effects of school segregation, the present study focuses on collective self-esteem, which is closely related to identity and belonging, and allows for further innovative research on school segregation. The scale is useful as an instrument for researching social conditions of student well-being, in regards to educational management.

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“…Rather than assume a one-size fits all approach to "what works" in urban contexts, we focus on newcomer EBs, or recently-arrived students who learn new academic and linguistic content in a shortened period of time (Short & Boyson, 2012). We join other scholars in urban education (Borrero & Yeh, 2020;Kumi-Yeboah, 2020;Roxas, 2011;Volk, 2021) who seek to understand the educational experiences of distinct student populations, and ask:…”

mentioning

confidence: 99%

Newcomer Emergent Bilingual Students’ Meaning-Making in Urban Biology Classrooms: A Communities of Practice Perspective

Pacheco

Brown

2022

Urban Education

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This study investigated how newcomer emergent bilinguals made meaning in two 9th-grade biology classrooms. Methods relevant to naturalistic inquiry were used to collect and analyze data. Findings indicate that newcomers bridged aspects of personal experiences with social competencies valued in classrooms through using heritage languages, engaging as brokers and collaborators, and attempting to realize goals of learning English and content simultaneously. Findings also show that misalignments between social competence and personal experience constrained meaning-making. This study illustrates a need for activities that reflect and expand newcomer resources and experiences, and for activities that can take shape through student participation.

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Fostering the Cultural Experiences and School Engagement of Samoan American Students in Urban Schools

Cited by 5 publications

References 69 publications

The Relationship Between Student Voice and Student Engagement in Urban High Schools

The Relationship Between Student Voice and Student Engagement in Urban High Schools

Collective Self-Esteem and School Segregation in Chilean Secondary Students

Newcomer Emergent Bilingual Students’ Meaning-Making in Urban Biology Classrooms: A Communities of Practice Perspective

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