Student Voice in Elementary School Reform

Abstract

The present research examines the developmental outcomes of elementary-aged students engaged in student voice efforts. Using a case study of fifth-grade girls, the authors compare their experiences to research examining secondary school. The authors find marked similarities in the growth of agency, belonging, competence—the ABCs of youth development. The authors also notice two additional dimensions—the need to engage in discourse that allows an exchange of diverse ideas while working toward a common goal. The authors also observed the emergence of civic efficacy, or a belief that one can make a difference in their social worlds. The authors also examine the contexts and conditions that support positive youth development in this case—scaffolding youth learning, establishing inquiry as the framework for teaching and learning, and establishing a clear vision of the school as a place that fosters student voice.

Preparing to Participate: The Role of Youth Social Responsibility and Political Efficacy on Civic Engagement for Black Early Adolescents

“…Empirical research suggests the developmental roots of efficacy beliefs begin much earlier, in childhood and early adolescence. The cognitive belief regarding one's ability to make a difference in the world begins to develop as young as 10 years old (Mitra and Serriere 2012) and continues to develop and strengthen throughout adolescence (Zaff et al 2011). In light of this scholarship, I will examine the direct relationship between political efficacy and civic engagement for early adolescents.…”

“…In political science, political efficacy is understood across two dimensions: internal political efficacy and external political efficacy (Morrell 2003;Watts et al 2011). Internal political efficacy is most closely related to psychological conceptions of agency and sociopolitical control and refers to a person's perceived ability to participate in civic and political activities and action to effect social change (Diemer and Li 2011;Ginwright and James 2002;Mitra and Serriere 2012;Zimmerman 1995;Zimmerman et al 1999). External political efficacy on the other hand reflects perceptions of government responsiveness to one's sociopolitical concerns.…”

“…As youth become involved at an early age, they become increasingly experienced in and committed to their civic responsibility to address the needs of their community. During early adolescence there is an onset of complex cognitive skills that give young people the competencies to initiate a deeper exploration of their social values and develop ideological stances that guide how they chose to engage or disengage as citizens (Eckstein et al 2012;Mitra and Serriere 2012;Sherrod 2003). Early adolescents are beginning to develop civic beliefs and more complex mastery of political and civic processes that will impact civic engagement over the course of their entire lives.…”

How Motivation Influences Student Engagement: A Qualitative Case Study

“…This is important because authentic engagement may lead to higher academic achievement throughout student life (Zyngier, 2008). If educators want to know and resolve the young students' issues and to make schools engaging places (Meyer, 2010;Smyth and McInerney, 2007), then they actually have to listen to what students are saying about their classes and teachers (Mitra, & Serriere, 2012;O'Brien, & Lai, 2011;Potter & Briggs, 2003;Zyngier, 2011).…”

Educational Technology and Student Voice: Examining Teacher Candidates' Perceptions

“…Furthermore, Student Voice helps youth develop attachment to school (Mitra, 2004), advances civic engagement, and extends the mindset to include the global community (Fielding, 2006;Mitra & Serriere, 2012). Through Student Voice activities, children can develop assets of agency, belonging, competence, discourse, efficacy, and deeper global awareness (Byker, 2015(Byker, , 2016aHorton, Byker, & Heggart, 2017;Mitra, 2004;Mitra & Serriere, 2012).…”