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dc.contributor.authorKirk, Chris Michael
dc.contributor.authorLewis, Rhonda K.
dc.contributor.authorBrown, Kyrah K.
dc.contributor.authorKaribo, Brittany
dc.contributor.authorScott, Angela
dc.contributor.authorPark, Elle
dc.date.accessioned2017-09-17T18:03:21Z
dc.date.available2017-09-17T18:03:21Z
dc.date.issued2017
dc.identifier.citationChris 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-13-2015en_US
dc.identifier.issn0044-118X
dc.identifier.otherWOS:000406620000006
dc.identifier.urihttp://dx.doi.org/10.1177/0044118X14566118
dc.identifier.urihttp://hdl.handle.net/10057/14082
dc.descriptionClick on the DOI link to access the article (may not be free).en_US
dc.description.abstractIn 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.en_US
dc.description.sponsorshipWichita State University Office of Graduate Education for the research.en_US
dc.language.isoen_USen_US
dc.publisherSAGE Publicationsen_US
dc.relation.ispartofseriesYouth & Society;v.49:no.6
dc.subjectUrban contexten_US
dc.subjectEducationen_US
dc.subjectQualitative methodsen_US
dc.titleThe Empowering Schools Project: identifying the classroom and school characteristics that lead to student empowermenten_US
dc.typeArticleen_US
dc.rights.holderCopyright © 2017 by SAGE Publicationsen_US


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