The Dynamic Reality of Adolescent Peer Networks and Sense of Belonging

Autor/inn/en	Faircloth, Beverly S.; Hamm, Jill V.
Titel	The Dynamic Reality of Adolescent Peer Networks and Sense of Belonging
Quelle	In: Merrill-Palmer Quarterly: Journal of Developmental Psychology, 57 (2011) 1, S.48-72, Artikel 5 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-930X
Schlagwörter	Academic Achievement; Adolescents; Peer Groups; Mathematics Instruction; Student Attitudes; African Americans; Whites; Educational Environment; Middle Schools; Grade 6; Grade 7; Surveys; Statistical Analysis; Validity; Reliability; Social Networks; Group Membership; Secondary School Mathematics; United States + Suchen Sie Ihr Suchwort? Schulleistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Gleichaltrigengruppe; Peer Group; Mathematics lessons; Mathematikunterricht; Schülerverhalten; Afroamerikaner; White; Weißer; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Middle school; Mittelschule; Mittelstufenschule; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Survey; Umfrage; Befragung; Statistische Analyse; Gültigkeit; Reliabilität; Social network; Soziales Netzwerk; Gruppenzugehörigkeit; USA
Abstract	Dynamic features of peer network experiences (membership fluidity and network interconnectedness) were examined for their role in African American and White early adolescents' sense of belonging in mathematics classrooms. Because these dynamic features are naturally present in adolescents' peer group affiliations, attention to them provides a more accurate representation of the peer experiences that adolescents actually encounter than research models that ignore these experiences. After controlling for fall classroom belonging, spring classroom belonging was greater for African American and seventh-grade students than for White and sixth-grade students. Multiple-group memberships promoted classroom belonging among African American and seventh-grade students but undermined belonging among White and sixth-grade students. Network stability did not differentiate belonging. Study limitations and implications regarding the nature of peer group experiences and the social bases of belonging are discussed. (Contains 2 figures, 1 footnote and 1 table.) (As Provided).
Anmerkungen	Wayne State University Press. The Leonard N. Simons Building, 4809 Woodward Avenue, Detroit, MI 48201-1309. Tel: 800-978-7323; Fax: 313-577-6131; Web site: http://wsupress.wayne.edu/journals/merrill/merrillj.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10