Student Disengagement and the Socialization Styles of High Schools

Abstract

This paper advances a cross-contextual understanding of authoritative socialization, a concept developed by family researchers. Using data from the High School Effectiveness Study, I use multilevel modeling to test the effect of high school socialization style on student disengagement from 10`h to 12th grades, controlling for both the sociodemographic context of schools and student characteristics. Ifind that school socialization style is differentially associated with student disengagement by 10" grade, and controlling for 10`" grade disengagement, school styles have further effects on disengagement by 12`h grade. As hypothesized, the pattern of effects replicates that found in studies of family socializationauthoritative schools have the lowest levels of disengagement and indifferent schools the highest, while authoritarian and permissive schools have moderate levels of disengagement.

Effects of single parenthood on educational aspiration and student disengagement in Korea

“…In addition to educational attainment or aspiration, researchers have been interested in student disengagement indicated by school attendance and punishment as an important dimension of educational outcomes, exploring individual-level and school-level determinants of student disengagement (Pellerin, 2005; National Research Council and the Institute of Medicine, 2004). Punishment is a straightforward measure of students' misbehavior in schools.…”

Social Goals in Urban Physical Education: Relationships with Effort and Disruptive Behavior

“…This topic, however, gets extra attention in schools that serve minority students living in poverty (Pellerin, 2005). Specifically, disruptive behavior is often identified by urban teachers as one of the major barriers to both teaching and learning.…”

Accountable for Care: Cultivating Caring School Communities in Urban High Schools

“…A substantial body of literature has examined the leadership styles that lend themselves to caring school environments, and the impact these relationships have on students' academic outcomes (e.g., Fullan, 2001Fullan, , 2002Nell, 2012). Ethical, transformational, authoritative, and reciprocal leadership styles have been found to lend themselves to more caring school environments, while authoritarian and transactional leadership styles are detrimental to the building of caring communities in schools (Eagly & Johannesen-Schmidt, 2001;Follett, 1919Follett, , 1917Follett, /2003Mandell & Pherwani, 2003;Pellerin, 2005;Shapiro & Stefkovich, 2011). Studies examining caring in schools have found that administrative leaders in caring communities are accessible to teachers and students, forge supportive, trusting relationships with faculty, provide teachers autonomy in how they teach, give teachers a voice in school decision-making, and build time into the schedule for teachers to build relationships with students and the local community (Ancess, 2003;Dantley & Tillman, 2010;Jacobson et al, 2007;Johnson, 2009;McQuillan, 1997;Rivera-McCutchen & Watson, 2014;Shields, 2010;Theoharis, 2009).…”