Schools Can Be Supporting Environments in Disadvantaged Neighborhoods

Autor/inn/en	Stattin, Håkan; Svensson, Ylva; Korol, Liliia
Titel	Schools Can Be Supporting Environments in Disadvantaged Neighborhoods
Quelle	In: International Journal of Behavioral Development, 43 (2019) 5, S.383-392 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025419833824
Schlagwörter	Disadvantaged; Neighborhoods; Cultural Pluralism; Comparative Analysis; Adolescents; Immigrants; Foreign Countries; Resource Allocation; Urban Areas; School Role; Student School Relationship; Educational Policy; School Safety; Student Attitudes; Crime; Delinquency; Parent Child Relationship; Social Problems; Community Characteristics; Social Differences; Teacher Student Relationship; Violence; Sexual Harassment; Bullying; Student Behavior; Educational Environment; Sweden + Suchen Sie Ihr Suchwort? Neighbourhoods; Nachbarschaft; Kulturpluralismus; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Immigrant; Immigrantin; Immigranten; Ausland; Ressourcenallokation; Urban area; Stadtregion; Schüler-Lehrer-Beziehung; Politics of education; Bildungspolitik; Schülerverhalten; Crimes; Delict; Delicts; Delikt; Kriminalität; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Social problem; Soziales Problem; Sozialer Unterschied; Teacher student relationships; Lehrer-Schüler-Beziehung; Gewalt; Sexuelle Belästigung; Mobbing; Student behaviour; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schweden
Abstract	In Sweden, as in many other European countries, poor neighborhoods with ethnically diverse inhabitants and high crime rates have grown up around big cities in the last decades. We hypothesized that, compared with adolescents in advantaged neighborhoods, adolescents in disadvantaged neighborhoods would perceive their schools as relatively safe, due to their contrast with the more threatening and dangerous neighborhoods they lived in. Also, they would perceive their schools as relatively more open to their influence, due to the contrast with a lack of influence in their families. More broadly, they would experience their schools as supporting environments to a greater extent than adolescents in advantaged neighborhoods. We tested these ideas using a sample of 1390 adolescents (M[subscript age] = 14.34, SD = 1.01) in a Swedish city. The hypotheses were supported, and the findings were most salient for immigrant adolescents in disadvantaged neighborhoods. Thus, particularly for immigrant adolescents in disadvantaged neighborhoods, schools can be supporting environments, which should have implications for local policies regarding resource allocation to schools and student influence. Overall, schools seem to be able to play an important role in students' lives by functioning as a positive contrast to negative out-of-school experiences in disadvantaged neighborhoods. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01