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    The Empowering Schools Project: identifying the classroom and school characteristics that lead to student empowerment

    Date
    2017
    Author
    Kirk, Chris Michael
    Lewis, Rhonda K.
    Brown, Kyrah K.
    Karibo, Brittany
    Scott, Angela
    Park, Elle
    Metadata
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    Citation
    Chris Michael Kirk, Rhonda K. Lewis, Kyrah Brown, Brittany Karibo, Angela Scott, Elle Park. The Empowering Schools Project: identifying the classroom and school characteristics that lead to student empowerment. Youth & Society. vol 49:no. 6:pp. 827-847, First published date: January-13-2015
    Abstract
    In an education system marred by inequity, urban schools in the United States are faced with the challenge of helping students from marginalized groups succeed. While many strategies have been tried, most are built on deficit-based models that blame students and teachers for a lack of achievement and ignore the role of power within the school setting. Building on the body of research on school climate, critical pedagogy, and empowering settings, the present study developed a model of student empowerment using a case study of an ethnically diverse urban high school in the midwestern United States. Participant observation, focus groups, and interviews were utilized to identify classroom and school characteristics related to student empowerment. Students reported equitable teacher-student relationships, integrated student leadership, and shared decision making. Similarly, school staff reported high staff empowerment and sense of community. The Student Empowerment Model is a useful framework for school improvement, adding power to the broader literature on school climate and extending the work on empowering settings to schools.
    Description
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    URI
    http://dx.doi.org/10.1177/0044118X14566118
    http://hdl.handle.net/10057/14082
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