Do girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries

Lam, Shui‐fong; Jimerson, Shane R.; Kikas, Eve; Cefai, Carmel; Veiga, Feliciano Henriques; Nelson, Brett R.; Hatzichristou, Chryse; Polychroni, Fotini; Basnett, Julie; Duck, Robert; Farrell, Peter; Liu, Yi; Negovan, Valeria; Shin, Hyeonsook; Stănculescu, Elena; Wong, Bernard P.; Yang, Haitao; Zollneritsch, Josef

doi:10.1016/j.jsp.2011.07.004

Cited by 248 publications

(266 citation statements)

References 72 publications

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“…These studies highlighted the validity of the phenomenon across international contexts. Regarding the influence of background variables internationally, some studies find gender to be significant (e.g., Ma, 2003;Lam et al, 2012), but others do not (Cemalcilar, 2010;OECD, 2013). Regarding age, studies show that students' sense of belonging often decreases after the transition from primary school to secondary level (e.g., Gillen-O'Neel & Fuligni, 2013;Lester et al, 2013).…”

Section: School Belonging As a Sense Of Membershipmentioning

confidence: 99%

Enhancing students’ sense of belonging through school celebrations: A study in Finnish lower-secondary schools

Niemi¹,

Hotulainen²

2015

IJRSE

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The notion of school belonging refers to the sense of membership and relatedness individual students feel with the other students and with the teachers at their school. Educational and psychological studies carried out in various contexts have shown that students' sense of school belonging is associated with several academic and non-academic outcomes, such as students' motivation to learn, level of academic achievement, and general future orientation. However, one of the major gaps in school belonging studies is the lack of connections between theoretical studies and actual school practice. There is an international need to gain a better understanding of the factors affecting students' sense of belonging in schools. To deepen our knowledge of how schools can better promote students' sense of school belonging at the whole-school level, this study focuses on school celebrations. The study consists of a statistical survey questionnaire conducted at three Finnish lower-secondary schools during the 2013-2014 academic year. To analyze the data and test the methodological hypotheses, we used a structural equation model (SEM). The findings of this study show that students' socio-emotional and educational experiences of school celebrations are positively related to their sense of school belonging. The study also shows the notable role of peer relationships in shaping students' social and emotional experiences of these events. The findings highlight the need for educational researchers, curriculum makers, and practitioners to pay more attention to the social, emotional, and educational content that school celebrations provide for students.

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Section: School Belonging As a Sense Of Membershipmentioning

confidence: 99%

Enhancing students’ sense of belonging through school celebrations: A study in Finnish lower-secondary schools

Niemi¹,

Hotulainen²

2015

IJRSE

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“…Some researchers purport engagement should be viewed as a three-part typology that includes behavioral, emotional, and cognitive aspects (Fredericks, Blumenfield, & Paris, 2004;Jimerson, Campos, & Grief, 2003;Lam et al, 2012;Marx, Simonsen, & Kitchel, 2016;Sinclair, Christenson, Lehr, & Anderson, 2003). A multidimensional view of the engagement construct (Appleton et al, 2008;Appleton et al, 2006) highlights its complexity as it is often regarded as a meta-construct (Axelson & Flick, 2011;Jimerson et al, 2003;Lam et al, 2012;Sinclair et al, 2003).…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

“…A multidimensional view of the engagement construct (Appleton et al, 2008;Appleton et al, 2006) highlights its complexity as it is often regarded as a meta-construct (Axelson & Flick, 2011;Jimerson et al, 2003;Lam et al, 2012;Sinclair et al, 2003). Specifically, Fredericks et al (2004) identified three dimensions of student engagement that included behavioral, emotional, and cognitive factors; a conceptualization echoed by Marx, et al (2016) in their examination of student course engagement.…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

Student Engagement in a Team-Based Capstone Course: A Comparison of What Students Do and What Instructors Value

McCubbins¹,

Paulsen²,

Anderson³

2018

Journal of Research in Technical Careers

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“…Even if the neoliberal educational discourse is focused on individuals and rarely points out categories of students, it is a common phenomenon in most countries that boys are increasingly represented as losers in the school system (see, e.g., Hinnerich, Höglin, & Johannesson, 2011;Lam et al, 2012;Lucey, Walkerdine, 1999, Watson, 2011Younger & Warrington, 2008). This is the topic of three programs ( in favor of actions directed at the future (Ball, 2003;Oria et al, 2007).…”

Section: Gender Class and Placementioning

confidence: 99%

Discourses of education and constitutions of class: public discourses on education in Swedish PBS television

Reimers

2014

Discourse: Studies in the Cultural Politics of Education

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Drawing on post-structural perspectives and data from public discourses on education in Swedish television, the paper investigates articulations of neoliberal education discourse in opposition to and together with a discourse of equal education. It then examines how class emerges and is made significant (as economic subject positions and categories) in the framework of these articulations. The analysis shows that the programs, in a complex way, articulate and construct public education as simultaneously a private and a public good.Class, as subject positions that point to different economic life trajectories, is constituted as intersections of place, race, gender and school achievements.Keywords: education in the media, educational discourses, education and class IntroductionThe Swedish welfare society has been renowned as an example of social engineering designed to create an equal society (see, e.g., Ball & Larsson, 1989;Wolfe, 2000). This is also the case within public education. From the 1940s onward, public education has been seen as a means to compensate for differing class based prerequisites (Lundahl, 2002). This is the reason why Sweden has had a nine-year comprehensive primary school since the 1960s. However, since the beginning of the 1990s, the school system has experienced major changes. Instead of serving as an example of an encompassing comprehensive school aimed at offering an equal education for everybody, Swedish primary education has become market-driven. The former catchphrase "equal education for everyone" has been replaced by "free choice", and the notion that difference and competition-between schools and between students-will generate better educational results (Lundahl, 2002). This shift in focus and aim can be seen as a result of the Discourses of Education and Constitutions of classhegemony of a neoliberal educational discourse (see e.g., Bunar, 2009;Dahlstedt & Hertzberg, 2011), with a shift from education as a common good to education as a private good (Englund (1996;. The question asked here is how this discursive shift is articulated in a public discourse and how this affects constitutions of class as categories and subject positions. How is the hegemony of the neoliberal educational discourse articulated? What happens to representations of inequalities in education when the dominant discourse abandons the focus on equal education for everyone in favour of meeting the needs and wishes of individuals? What happens to representations of classed positions when education policies change from focusing on advancing the common good to focusing on creating a competitive market? The significance of class in educationThe notion that class plays a significant role in education is by no means a new insight.A wealth of studies point to schools and education as classed contexts in which socioeconomic background is of considerable importance for how individuals succeed within the educational system (see e.g. Caldas, Bernier, & Marceau, 2009;Carey, 2008;Croll, 2008;Willis, 1977). This research ind...

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Do girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries

Cited by 248 publications

References 72 publications

Enhancing students’ sense of belonging through school celebrations: A study in Finnish lower-secondary schools

Enhancing students’ sense of belonging through school celebrations: A study in Finnish lower-secondary schools

Student Engagement in a Team-Based Capstone Course: A Comparison of What Students Do and What Instructors Value

Discourses of education and constitutions of class: public discourses on education in Swedish PBS television

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