A Sociological Framework to Reduce Aberrant Behaviour of School Students through Increasing School Connectedness

Autor/inn/en	Markham, Wolfgang A.; Dolan, Alan; Moore, Graham F.
Titel	A Sociological Framework to Reduce Aberrant Behaviour of School Students through Increasing School Connectedness
Quelle	In: SAGE Open, 11 (2021) 3, (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Markham, Wolfgang A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/21582440211031889
Schlagwörter	Secondary School Students; Student Attitudes; Aspiration; Student School Relationship; Adolescents; Educational Attainment; Substance Abuse; Antisocial Behavior; Correlation; At Risk Students; Sense of Community; Health Behavior; School Culture; Values; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Sekundarschüler; Schülerverhalten; Streben; Schüler-Lehrer-Beziehung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Bildungsabschluss; Bildungsgut; Drug use; Drug consomption; Drogenkonsum; Korrelation; Health behaviour; Gesundheitsverhalten; Schulkultur; Schulleben; Wertbegriff; Ausland; Großbritannien
Abstract	A framework for understanding relationships between school connectedness and student aberrant behaviors is outlined that is synthesized from Merton's insights into anomie and Bernstein's theory of cultural transmission (which focuses on schools' instructional methods and students' internalization of schools' values). A seven-category classification system identifies students' risk of nonconformist behavior based upon students acceptance/rejection of dominant overarching cultural aspirations (commonly material prosperity); perception of schools' role in aspiration realization; responses to schools' instructional methods; and internalization of schools' values regarding conduct/character. We propose frustration weakens connectedness and is grounded in students' perceptions regarding their school's educational outcomes, degree of acceptance at school, and their school's values. We then consider student dispersal across schools, and how age may affect students' categorization and the influence of frustration risk factors. Finally, we discuss how initiatives within school organization, curriculum, and pedagogic practice may promote connectedness among different student categories and their potential adverse consequences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01