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
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
Pseudonyms / Aliases
• Pseudonyms– Students– Parents/Guardians– School / Surrounding Schools– Community / Surrounding Communities– Others
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 3
• Empowerment CAN Change Culture
– Dependence
– Culture Change as a JOURNEY
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
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