Equity, Connection, and Engagement in the School Context to Promote Positive Youth Development

被引：44

作者：

Debnam, Katrina J. ^{[1
]}

Johnson, Sarah Lindstrom ^{[2
]}

Waasdorp, Tracy E. ^{[1
]}

Bradshaw, Catherine P. ^{[1
]}

机构：

[1] Johns Hopkins Bloomberg Sch Publ Hlth, Baltimore, MD 21295 USA

[2] Johns Hopkins Sch Med, Baltimore, MD USA

来源：

JOURNAL OF RESEARCH ON ADOLESCENCE | 2014年 / 24卷 / 03期

关键词：

MEASUREMENT INVARIANCE; TEACHING EFFECTIVENESS; STUDENTS EVALUATIONS; PROBLEM BEHAVIORS; CORE COMPETENCES; RISK BEHAVIOR; SUBSTANCE USE; CLIMATE; CONNECTEDNESS; ADOLESCENTS;

D O I：

10.1111/jora.12083

中图分类号：

D669 [社会生活与社会问题]; C913 [社会生活与社会问题];

学科分类号：

1204 ;

摘要：

Connection to school and school engagement are important in promoting positive youth development, but little is known about their relationship to school characteristics, particularly school equity. School equity, the extent to which there is fair treatment for all students, is critical for ensuring the success for all students. Hierarchical linear models conducted on data from 19,833 adolescents at 52 high schools indicated that greater school equity was associated with improved student connection to school and school engagement. Cross-level interactions were observed between equity and the concentration of minority students in the school, as well as for equity and student mobility. Results suggest that improving school equity may be an important contextual target for promoting positive youth development in schools.

引用

页码：447 / 459

页数：13

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