A Phenomenology of Alienation in High School: The Experiences of Five Male Non-completers

Schulz, Lisa L.; Rubel, Deborah J.

doi:10.5330/psc.n.2011-14.286

Cited by 27 publications

(31 citation statements)

References 20 publications

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“…Alienation is a physical and psychological disruption to emotional, relational, and physical connectedness . Black children begin to perceive distinctions in their learning experiences and experience alienation as early as elementary school .…”

Section: Literature Reviewmentioning

confidence: 99%

“…Authors found perceptions of differences in learning and feelings of alienation lead to a lower sense of connectedness to school and feeling less valued among black youth . A study exploring the school trajectory of a sample of male students who dropped out of high school identified feelings of alienation contributed to high levels of insecurity and distrust towards adults in the school . The authors revealed several patterns in the participants' experiences in school to include reduced attendance, academic challenges, and engagement in truant behaviors.…”

Section: Literature Reviewmentioning

confidence: 99%

“…School suspension and expulsion will alienate black youth from school resources and can lead to further gaps in learning . Frustration may emerge from challenges in learning, and some young people may seek other forms of validation or drop out of school altogether . Young people who begin to display a lack of school attendance and skip school to hang out with peers are at risk for other adverse health outcomes .…”

Section: Literature Reviewmentioning

confidence: 99%

“…Young people who begin to display a lack of school attendance and skip school to hang out with peers are at risk for other adverse health outcomes . Young people who are likely to experience alienation in school often display more oppositional attitudes towards school …”

Section: Literature Reviewmentioning

confidence: 99%

See 3 more Smart Citations

A Framework for Race‐Related Trauma in the Public Education System and Implications on Health for Black Youth

Henderson

Walker

Barnes

et al. 2019

Journal of School Health

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BACKGROUND A combination of increased suicide in the past decade, documented high rates of anxiety and depression, and the preponderance of other behavioral and emotional regulation challenges place black youth at risk for school suspension and involvement in the juvenile justice system. Pointing to deficits in black youth and their families negates how forces of racism, whether unconscious or conscious, can disrupt well‐being. METHODS A framework for race‐related trauma in the public education system illustrates the interplay between macro‐level forces, such as institutional and symbolic racism, and micro level forces of racism such as racial discrimination and violence. Identifying causal links between these forces and adverse academic and health outcomes for black youth can inform interventions and strategies to reduce race‐related trauma. RESULTS The framework for race‐related trauma is a multi‐level analysis of racism and recognizes school districts facing economic restraints and school personnel turnover may face significant challenges in designing intervening strategies. CONCLUSION The framework guides change effort towards improving school climate and culture through preparing school professionals to meet the diverse needs of youth, strengthening family and community collaboration, and tackling those policies and behaviors that exclude and disconnect black youth.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

A Framework for Race‐Related Trauma in the Public Education System and Implications on Health for Black Youth

Henderson

Walker

Barnes

et al. 2019

Journal of School Health

View full text Add to dashboard Cite

show abstract

“…Yet only about 50% of the youth in schools report feeling connected to or engaged in school (Blum, 2005). Given that school bonding and alienation are opposite sides of the same coin, a significant number of students may be experiencing alienation from school (Schulz & Rubel, 2011). School bonding, or students’ connectedness to their school, is linked to health, social, and educational outcomes for youth (Blum, 2005; CDC, 2009b).…”

mentioning

confidence: 99%

The Effects of School Bonding on High School Seniors’ Academic Achievement

Bryan

Moore-Thomas

Gaenzle

et al. 2012

Jour of Counseling & Develop

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The authors examine the effects of school bonding on academic achievement (measured by math achievement scores) in a sample of 12th graders from the Educational Longitudinal Study of 2002 (Ingels, Pratt, Rogers, Siegel, & Stutts, 2005). Components of school bonding have proximal and distal effects on academic achievement. Attachment to school and school involvement had direct effects on achievement; attachment to teachers and school commitment behaviors had indirect effects on achievement through school‐related delinquency and prior achievement. Implications for counselors are discussed.

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Development of the Self

Spencer

Swanson

Harpalani

2015

Handbook of Child Psychology and Developmental Science

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Conceptualized as having salience for well‐being, the social, economic and cultural realities and complexities evident in 21st‐century North America are seen as central foundational themes for understanding “the self.” This chapter offers and extends traditional considerations of self‐processes to include the implications of social inequalities experienced in the early decades of life. It does so by focusing on racial and socioeconomic inequities, along with social and cultural complexities that compound these inequalities. While researchers have conceptualized these inequities as having salience for well‐being, this chapter extends theorizing about the self to incorporate these themes. It integrates racial and socioeconomic inequity with traditional theories of self‐processes. Given the growing racial and ethnic diversity occurring across the world, there is a need for developmental psychologists—and social scientists more generally—to place racial and economic inequality at the forefront, even when studying self‐appraisals as an individual psychological phenomenon. This chapter draws from a life‐span developmental perspective, but it especially focuses on adolescence, when self‐consciousness is heightened and self‐processes are most salient. The breadth of normative developmental influences on self‐processes makes the exploration of cross‐domain manifestations, such as health, education, and juvenile justice, exceedingly important. Patterned disparities and assumptions about self‐processes are highlighted, particularly as relevant for diverse groups who share the same physical space. Self‐processes are discussed as they are linked to evaluative judgments about body image, color awareness, social status, nativity, faith group, and gender bias. All of these attributes impact the self as a function of the individual's developmental status. In light of these themes, this chapter examines historical perspectives regarding self‐development and presents contemporary conceptualizations of self‐processes with specific attention to race and gender as visible characteristics. It presents these issues are particularly salient particularly for youth, because they reinforce societal expectations that shape conditions for privilege or marginalization.

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A Phenomenology of Alienation in High School: The Experiences of Five Male Non-completers

Cited by 27 publications

References 20 publications

A Framework for Race‐Related Trauma in the Public Education System and Implications on Health for Black Youth

A Framework for Race‐Related Trauma in the Public Education System and Implications on Health for Black Youth

The Effects of School Bonding on High School Seniors’ Academic Achievement

Development of the Self

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