How Do Varying Types of Youth Civic Engagement Relate to Perceptions of School Climate?

Geller, Joanna D.; Voight, Adam; Wegman, Holly; Nation, Maury

doi:10.1080/10888691.2013.804377

Cited by 16 publications

(18 citation statements)

References 46 publications

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“…There is some evidence pointing to connections between aspects of school climate and specific civic behaviors (Geller et al 2013). However, there was no direct effect of school climate on civic engagement in our cross-sectional or longitudinal analyses using an aggregate measure of civic behaviors and attitudes.…”

Section: Discussioncontrasting

confidence: 66%

“…Consistent with Geller et al (2013), future research should examine how discrete elements of school climate might be associated with specific school and neighborhood civic engagement behaviors. These represent the most likely civic behaviors and attitudes in this age group.…”

Section: Limitations and Future Directionsmentioning

confidence: 97%

“…For example, Voight and Torney-Purta (2013) used latent class analysis to identify civic engagement groups that they termed civic moderates (low attitudes/low behaviors), social justice sympathizers (high attitudes/low behaviors) and social justice actors (high attitudes/high behaviors). Geller et al (2013) examined the influence of personally responsible and participatory civic behaviors of perceptions of school climate among a diverse group of urban middle school students. Although Voight and Torney-Purta (2013) opted to use the label ''social justice'' for two of the clusters, the behavioral items more closely reflect (developmentally appropriate) personally responsible and participatory behaviors.…”

Section: Civic Engagement Among Middle School Youthmentioning

confidence: 99%

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Middle School as a Developmental Niche for Civic Engagement

Guillaume

Jagers

Rivas‐Drake

2015

American J of Comm Psychol

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The present study investigated how school climate, school connectedness and academic efficacy beliefs inform emergent civic engagement behaviors among middle school youth of color. These associations were examined both concurrently and longitudinally using a developmentally appropriate measure of civic engagement. Data were drawn from two subsamples of a larger study of social/emotional development in middle school (cross-sectional sample n = 324; longitudinal sample n = 232), M = 12 years old, 46 % female, 53 % male. Forty-two percent (42.2 %) of the sample self-identified as African American, 19.8 % as Multiracial or Mixed, 19.4 % as Latino, 11.6 % as Asian American or Pacific Islander, 11.6 % identified as Other, and 5.2 % as Native American. The study tested and found support for a latent mediation model in which more positive perceptions of school climate were positively related to school connectedness, and this in turn, was positively associated with civic engagement; school climate was also positively associated with academic-self-efficacy beliefs, but such beliefs did not mediate the climate-civic engagement association. Implications for future research and practice are discussed.

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Section: Discussioncontrasting

confidence: 66%

Section: Limitations and Future Directionsmentioning

confidence: 97%

Section: Civic Engagement Among Middle School Youthmentioning

confidence: 99%

See 1 more Smart Citation

Middle School as a Developmental Niche for Civic Engagement

Guillaume

Jagers

Rivas‐Drake

2015

American J of Comm Psychol

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“…other civic and prosocial behaviours) where no significant changes were detected in the behaviours of non‐participating students, which raises the question as to how valid the ‘radiating effect’ mechanism of good citizenship may be. The mechanism is supported, though, by recent research that showed a compositional effect of civically engaged middle school students on the positive school climate perceptions of their peers (Geller et al, ).…”

Section: Discussionmentioning

confidence: 96%

“…A critical mass of civically engaged students in a setting may further have a radiating effect on classmates who are not themselves engaged. Indeed, the number of civically engaged students in an urban middle school has been shown to have a compositional effect on the school climate perceptions of all students (Geller, Voight, Wegman, & Nation, ). Maton () described the radiating effect of empowered members as a potential pathway for setting change.…”

Section: School Climate Student Voice and Civic Engagementmentioning

confidence: 99%

Student Voice for School‐Climate Improvement: A Case Study of an Urban Middle School

Voight

2014

Community & Applied Soc Psy

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This case study used a student voice program in an urban middle school in the southeastern United States to examine the validity of three theoretically derived pathways through which student voice may affect positive school climate. First, using a youth participatory action research process to identify barriers to learning, analyse their root causes, and advocate for solutions to school administration allowed students to influence minor school policies and implement anti‐bullying, classroom‐behaviour‐monitoring, and experiential‐learning initiatives. However, there were challenges to making these policy and practice changes systemic. Second, relationships were formed and strengthened as a byproduct of student participant and staff collaboration in program activities. However, the program may have contributed to an ingroup–outgroup dynamic between participants and other peers. Third, students who participated in the program developed citizenship competencies, and their development may have promoted broader prosocial norms among the student body, though evidence was inconsistent. Study findings suggest that future research examine how variations in the implementation of student voice initiatives can maximize the contribution to a positive school climate in urban schools. Findings also suggest that practitioners should ensure that student teams be representative of a multitude of student identities. Copyright © 2014 John Wiley & Sons, Ltd.

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Practices for Improving Secondary School Climate: A Systematic Review of the Research Literature

Voight

Nation

2016

American J of Comm Psychol

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School climate has received increased attention in education policy and, in response, educators are seeking strategies to improve the climates of their middle and high schools. However, there has been no comprehensive synthesis of the empirical evidence for what works in school climate improvement. This article constitutes a systematic review of programs and practices with empirical support for improving school climate. It defines school climate and provides a methodology for identifying and evaluating relevant studies. The review identified 66 studies with varying strength of evidence and nine common elements that cut across reviewed programs and practices. The review concludes with a critical appraisal of what we know about school climate improvement and what we still need to know.

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How Do Varying Types of Youth Civic Engagement Relate to Perceptions of School Climate?

Cited by 16 publications

References 46 publications

Middle School as a Developmental Niche for Civic Engagement

Middle School as a Developmental Niche for Civic Engagement

Student Voice for School‐Climate Improvement: A Case Study of an Urban Middle School

Practices for Improving Secondary School Climate: A Systematic Review of the Research Literature

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