Constructing School Belonging(s) in Disadvantaged Urban Spaces: Adolescents' Experiences and Narratives in Mexico City

Autor/inn/en	Saraví, Gonzalo A.; Bayón, María Cristina; Azaola, Marta Cristina
Titel	Constructing School Belonging(s) in Disadvantaged Urban Spaces: Adolescents' Experiences and Narratives in Mexico City
Quelle	In: Youth & Society, 52 (2020) 7, S.1107-1127 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Saraví, Gonzalo A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0044-118X
DOI	10.1177/0044118X19838188
Schlagwörter	Foreign Countries; Sense of Community; Student School Relationship; Developing Nations; Teacher Student Relationship; Peer Relationship; Poverty Areas; Urban Schools; Public Schools; Working Class; Student Experience; Adolescent Attitudes; Late Adolescents; Institutional Characteristics; Inclusion; Social Bias; High School Students; Disadvantaged Youth; Context Effect; Mexico (Mexico City) + Suchen Sie Ihr Suchwort? Ausland; Schüler-Lehrer-Beziehung; Developing country; Developing countries; Entwicklungsland; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Arbeiterklasse; Studienerfahrung; Halbstarker; Inklusion; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Benachteiligter Jugendlicher
Abstract	School belonging is a topic of growing interest given its connection with school dropout, academic achievement, students' behavior, and adolescent well-being. Until recently, most of this literature came from Anglo-Saxon contexts, mainstream schools, and quantitative analysis. As a result, there is still a research gap on this issue in different cultural contexts, social classes, and minority groups. This article makes a contribution exploring school belonging among adolescents from disadvantaged backgrounds, in an emerging economy (Mexico), and using a qualitative methodology that prioritize meanings and experiences of individuals. Focusing on three dimensions (stigmatization processes, school climate, and social relations with teacher and peers), we capture how the engagement of adolescents with their schooling process is shaped by institutional as well as sociocultural aspects. The study provides significant implications for a continuous professional development of high schools in disadvantaged contexts regarding student involvement, teacher support, and social recognition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01