Student Empowerment and School Culture:Perceptions of Adolescents and Their

Parents/GuardiansDirk Erik Skogsberg

Problem StatementMiddle Level Students

–Adolescence - greatest changes (K-12)• Physiological• Psychological

–Changes often impact academics and behavior

What direct impact do students have on their well-being and subsequent learning?

Purpose of the study:

To explore the perceptions of middle level students and their parents/guardians of how student empowerment, through ownership in the learning community, impacts the school’s culture

The question…

What are student and parent/guardian perceptions of student empowerment, through ownership in the learning community, and the subsequent impact on the school’s culture?

Significance of the Study

• Students at this age/grade level are “caught” in the middle.

• Expectations – Set by adults– Adolescent students are to model adult

behavior

• No student voice

Review of Literature

Key points - continued:

• Adolescents & Adolescence

• Culture

• Ownership & Empowerment

Ado

lesc

ents

& S

ocia

l Dev

elop

men

tLevel 3 – Post-Conventional &

Principled

Stage 6 – Universal Ethical

Principles

Stage 5 – Prior Rights & Social

Contract

Level 2 – Conventional

Stage 4 – Social System &

Conscience

Stage 3 – Mutual Interpersonal Expectations

Level 1 – Preconventional

Stage 2 – Individual Purpose

& Exchange

Stage 1 – Punishment &

Obedience

According to George & Alexander:

• Some will demonstrate a predominance of Stage 1

• Near age 10, some begin to enter Stage 2

• Middle level students are typically thought to be in Stage 3

• A very small population of middle school students will move into Stage 4 during their middle school years

Adolescents & Adolescence, continued:

• Beliefs and autonomy

• Voice

• Needs

• Age vs. physiological

• Stages / Levels

Culture

• Culture in General

• Fostered Democracies

• Culture & Change

Ownership & Empowerment

• Autonomy

• Voice

• Demarginalization

• Ownership vs. Empowerment

Methodology of Research

• Sample Pool

• Demographics

• Interviews

Limitations & Delimitations

Human Subjects and Ethics

• Students

• Parents/Guardians

Collection of Data

• Collection

• Accessibility

• Record Keeping

Pseudonyms / Aliases

• Pseudonyms– Students– Parents/Guardians– School / Surrounding Schools– Community / Surrounding Communities– Others

Triangulation of Data

• Memoing

• Recordings

• Transcripts

• Log

Analysis / Coding

• Emergent Themes

• Repeated Review

• Synthesis took place AFTER thorough analysis

• Coding– Free nodes– Tree nodes

Findings

1. Ownership

2. Make a Difference

3. Culture & Empowerment

4. Culture & Behavior / Achievement

Finding 1

Ownership is brought about through empowerment of stakeholders.– Sense and embrace ownership– Taking an active role – opportunity vs. action– Taking the lead or playing a supportive role– Self-imposed expectations by the students– Demarginalization

Finding 2

People Make a Difference

Belief– In others– Oneself– Collective Whole

Students– Ownership – Supported

Student Outcomes:Know Differently Content wise

Prepared for life

Authentic learning and engagement with applications

Think globally (with multiple foci)

Use prior knowledge

Believe Differently All students can be successful

Overcome peer pressure

Read for importance

All students learn in different ways

Self-directed learning

Self-advocates

Freedom & trust to discover new & interesting things

Do Differently Care for others and act on it

Student involvement

Do something AS a learning community FOR the larger community

Finding 3

The culture of a school can be changed as a result of student empowerment.– “Whose school is it?”– “How many does it take?”

• X^1

– Change in Our• Values• Beliefs• Attitudes

Finding 4

Change in school culture impacts student behavior and achievement.– Making choices, following examples– Giving opportunities for personal growth– Realizing your role

Implications – Finding 1

Ownership is brought about through empowerment of stakeholders– Ownership of the learning community

required that ALL stakeholders were valued– Future considerations…

Implications – Finding 2

People Make a Difference• Staff

– Supporting peers– Supporting students

• Students– Supporting peers– Holding peers & teachers accountable

Implications – Finding 2, cont’d.

People Make a Difference

– Future considerations…

Implications – Finding 3

• Empowerment CAN Change Culture

– Dependence

– Culture Change as a JOURNEY

Implications – Finding 3, cont’d.

• Empowerment CAN Change Culture

– Future considerations…

Implications – Finding 4

• Culture Impacts Behavior / Achievement

– Decrease in significant discipline

– Increase in student academic achievement

Implications – Finding 4, cont’d.

Table 5.2 – Behavior Management Data (by school year)2007-2008 2008-2009 2009-2010

Suspensions 94 75 51Expulsions 9 3 0

Table 5.3 – Academic Performance (by school year)

2007-2008 2008-2009 2009-2010Assessment and Adequate Yearly Progress (AYP)

Improvement in all areas, and AYP met in all areas

Improvement in all areas, and AYP met in all areas sans reading for “students with disabilities”

Improvement in all areas, and AYP met in all areas

Summer School 37 10 16Retentions 6 1 0

Implications – Finding 4, cont’d.

• Culture Impacts Behavior / Achievement

– Future considerations…

In summary–

• Understand the perspectives of middle level students

• Guide future professional practice of middle level educators

• Make a connection between student empowerment, through student ownership in the learning community, and its impact on school culture

• Specific consideration given to students as active stakeholders