Identity Development and School Climate: The Role of the School Counselor

Nassar-McMillan, Sylvia C.; Karvonen, Meagan; Perez, Theresa; Abrams, Lyndon

doi:10.1002/j.2161-1939.2009.tb00078.x

Cited by 15 publications

(14 citation statements)

References 22 publications

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“…P. Smith et al, 1999), violence (Hill, Soriano, Chen, & Lafromboise, 1994), cigarette smoking (Parker, Sussman, Crippens, Elder, & Scholl, 1998) and substance use and addiction (Bates, Beauvais, & Trimble, 1997; Beadnell et al, 2003; Gazis, Connor, & Ho, 2010). Given that there is potential for schools to establish cultural frames of references that encourage the acceptance of diversity and promote interaction among students (Nassar-McMillan, Karvonen, Perez, & Abrams, 2009), we hypothesised that such factors within the school climate could influence students’ sense of ethnic identity which would, in turn, affect their sense of wellbeing.…”

Section: Literature Reviewmentioning

confidence: 99%

Students’ perceptions of school climate as determinants of wellbeing, resilience and identity

et al. 2015

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This study examined the relations between school climate variables and students’ feeling of wellbeing, life satisfaction, ethnic identity, moral identity and resilience. Furthermore, the study also examined the interrelationships between these five outcome variables. Six aspects of the school climate were measured: teacher support, peer connectedness, school connectedness, affirming diversity, rule clarity and reporting and seeking help. The participants included 2202 students, the data from whom included 2122 cases that were complete and usable (1058 boys and 1059 girls) from six public high schools in Perth, Western Australia. These data were analysed by means of structural equation modelling (SEM) analysis. All six school climate factors were related to student wellbeing. These relations were primarily indirect (with the exception of teacher support, school connectedness and affirming diversity which had a direct influence), mediated through the students’ sense of ethnic and moral identity, resilience and life satisfaction.

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Section: Literature Reviewmentioning

confidence: 99%

Students’ perceptions of school climate as determinants of wellbeing, resilience and identity

et al. 2015

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“…Although many climate measures focus on student and teacher perceptions, some scholars have argued that measurement tools must also gauge parent perspectives to get an accurate picture of climate (Nassar-McMillan, Karvonen, Perez, & Abrams, 2009). Furthermore, there are good reasons to measure parent perceptions on their own.…”

Section: Running Head: Measuring Parent Perceptions Of School Climatementioning

confidence: 99%

Measuring parent perceptions of school climate.

Schueler¹,

Capotosto²,

Bahena³

et al. 2014

Psychological Assessment

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Parents' attitudes about their children's schools matter. Their views can shape their children's attitudes about school, affect their levels of family-school engagement, and influence their residential and school enrollment decisions. This paper describes the development of a survey scale to assess parent perceptions of the climate of their child's school. Our comprehensive scale development process incorporated feedback from academics and potential respondents from the outset of the design process to enhance scale quality. We conducted three studies with national samples of parents (n = 385; n = 253; n = 266) to gather evidence of scale score reliability and valid score inferences based on convergent/discriminant validity. Through confirmatory factor analysis we identified a theoretically grounded factor structure that fit the data well.Interestingly, we found no evidence that parental response patterns distinguish between academic and social elements of school climate. Furthermore, we found that parents of younger children, on average, had a more positive perception of the school's climate than parents of older children.We conclude by discussing how researchers and Pre-K -12 schools and districts can use the scale to aid school improvement efforts.

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“…In particular, high-risk, African American youth tend to disengage from academically-driven identities as a result of their identification with competing influences outside of the academic achievement domain (Kerpelman, Eryigit, & Stephens, 2008). Because of this, understanding the role of school cultures and settings in shaping high-risk, African American academic identities is important (Nassar-McMillan et al, 2009). Given the present emphasis on understanding academic identities among high-risk, African American adolescents, it seems appropriate that an additional factor (i.e., school setting) be considered that takes into account the unique contexts in which these youth develop academic identities.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…School setting constructs generally coincide with measures of academic performance; however, in adolescence, they take on an equally important role in nonacademic development (Poncelet, 2004). The emergence of nonacademic constructs, such as identity development and agency beliefs (i.e., a person’s belief that he or she has the skills, resources, and emotional stability to be successful in a given environment), coincide with academic developments in adolescent school settings (Nassar-McMillan, Karvonen, Perez, & Abrams, 2009; Renninger, 2009). Given research that during adolescence peers become one of the strongest socializing forces in youths’ lives (Brown, Bakken, Ameringer, & Mahon, 2008), the influence of school environments seems particularly important for high-risk, 1 African American youth due to the presenceof peer pressure to engage in hedonistic activities (Stoddard, Zimmerman, & Bauermeister, 2011) that may derail these students from achieving academically.…”

mentioning

confidence: 99%

“I Am Who I Am Because of Here!”

Brown

Kanny

Johnson

2013

The Journal of Early Adolescence

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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

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Identity Development and School Climate: The Role of the School Counselor

Cited by 15 publications

References 22 publications

Students’ perceptions of school climate as determinants of wellbeing, resilience and identity

Students’ perceptions of school climate as determinants of wellbeing, resilience and identity

Measuring parent perceptions of school climate.

“I Am Who I Am Because of Here!”

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