Intervening in Alienation

Abstract

This article investigates whether school activism diminishes the alienation that accompanies urban youths' observations of unequal educational conditions, and often leads to underachievement and school rejection. The study is based on interviews with 13 urban youth about their participation in a community-based program that supports education organizing. Findings reveal that school activism is a promising intervention that encourages more constructive responses to schooling. However, the opportunity to participate in school activism was more influential for students who were already integrated into school life and initially felt less acutely alienated. Implications for enhancing the prevalence of success among urban students are considered.

Analyzing profiles, predictors, and consequences of student engagement dispositions

“…That is, student disidentification may be considered task-specific when students disidentify with one aspect of schooling but not others-such as when students report that they enjoy reading but not like math. Or, student disidentification may be considered more global, such as when students feel consistently alienated by the people or practices of school (Taines, 2012).…”

“…Lastly, students may disidentify with school when they feel that they do not belong there. As research indicates, the absence of school belonging is especially pronounced when students feel victimized by, or alienated from, their teachers or peers (Taines, 2012).…”

Greater Engagement in Gender‐Sexuality Alliances (GSAs) and GSA Characteristics Predict Youth Empowerment and Reduced Mental Health Concerns

“…Also, through greater participation in group dialogues, youth may have gained a greater understanding of certain SGM issues, thereby increasing their self-efficacy. This finding is relevant to the growing number of extracurricular clubs addressing issues of equity and justice (Taines, 2012). These groups have been included in the extracurricular literature, but often they have been combined with other clubs for academic, creative, or recreational interests (Eccles & Barber, 1999;Knifsend & Juvonen, 2017;Larson et al, 2006).…”

“…GSAs are distinct from other school clubs oriented toward socializing around a shared academic, creative, or special interest (e.g., history, yearbook, or gaming clubs; music, or art groups), and support groups where youth leave after their own needs have been meet (e.g., peer counseling or tutoring; Eccles & Barber, 1999;Knifsend & Juvonen, 2017;Larson, Hansen, & Moneta, 2006). Rather, GSAs are similar to cultural clubs and a growing number of student groups oriented around larger societal issues (e.g., racial justice groups; Taines, 2012). These groups aim not only to encourage socializing and support among their members but also to counteract injustice in their schools and society.…”

Dream Teens: Adolescents-Led Participatory Project in Portugal in the Context of the Economic Recession

“…In order to do so, senior researchers supported youth to develop the skills needed to conduct their own local research and advocacy actions for real issues and resources of their communities. By increasing youth participation, Dream Teens also aims to promote social capital and prevent alienation, key strategies for the promotion of health and well-being in youth (Taines, 2012).…”