“I Am Who I Am Because of Here!”

Abstract

A growing body of research considers the role of school settings in supporting adolescents' social-emotional and behavioral development through instructional, social, and organizational practices (Eccles & Roeser, 2009). Recent lines of inquiry have begun to investigate individual aspects of the school setting and their influence in promoting positive academic outcomes and youth development (Shinn & Yoshikawa, 2008). These authors argue that, through an ecological lens, the school environment serves as a mechanism of change in supporting early adolescents' academic identities. By presenting evidence that the school plays a fundamental role in changing these high-risk, African American youths' academic perceptions, trajectories and aspirations, which led further to a 92% rate of students' matriculation to college, we introduce how school setting characteristics support these youths' conceptualizations of their academic identities. Moreover, this article

Students’ achievement goals, emotion perception ability and affect and performance in the classroom: a multilevel examination

“…As we understand it, the classroom acts as mini regulatory system that comprises studentteacher interactions and relationships, instructional beliefs and practices, pedagogical approaches, classroom management, the nature of academic work and motivational climate (Brown, Kanny, & Johnson, 2014).…”

Social Places and Senior Pupils' Identity in a Secondary School Environment: An Interpretative Phenomenological Analysis

“…Previous research has emphasised the instructional and organisational aspects of school in terms of adolescent development (Brown et al, 2014) but neglected the role of the physical environment in this process. It could be argued that the findings from the present study are not surprising given previous work on place attachment in young people (Jack, 2010).…”

“…Not surprisingly, much of the research in this area has focused on the relationship between the school environment and the academic performance of students (Barrett et al, 2015;Crampton, 2009). However, whilst academic performance is an important outcome within educational systems, it is also recognised that there is a need to explore how the school environment relates to other important aspects of the educational experience for young people (Moore, et al, 2015), such as feelings of being valued (Catling, 2005) and identity development (Brown et al, 2014).…”