A study of psychological sense of community as a mediator between supportive social systems, school belongingness, and outcome behaviors among urban high school students of color

Students of color do not pursue teaching careers as often as their white counterparts. Project Teacher Development (PTD) is a partnership between a large urban school district and a public regional university to recruit and prepare students of color as future educators. The goal of PTD is to identify, mentor, and inspire high school students to pursue careers in education using Self-Determination Theory (SDT) as an interpretive framework. Results from this longitudinal qualitative study indicate increased awareness of teaching skills and expectations for college. Too often, programs in education expect future teachers of color to divorce themselves from their racial and ethnic identities. Participants in this study expressed authentic voice, which is essential to develop autonomy, relatedness, and competence—the foundational elements of SDT. While the challenges of recruiting and preparing teachers of color remain multifaceted, specialized pipeline programs that maximize success for marginalized students are essential.

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High School Students of Color Talk about Accusations of “Acting White”

Minority Status, Oppositional Culture, & Schooling ◽

10.4324/9780203931967-17 ◽

2008 ◽

pp. 177-198

Keyword(s):

High School ◽

High School Students ◽

Students Of Color ◽

Acting White ◽

School Students

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A study on influential factors on adolescents’ sense of community using data mining: A comparison between middle and high school students

Studies on Korean Youth ◽

10.14816/sky.2020.31.2.205 ◽

2020 ◽

Vol 31 (2) ◽

pp. 205-233

Author(s):

Meereem Kim ◽

Yelim Yu ◽

Eunhui Hwang

Keyword(s):

High School ◽

Data Mining ◽

High School Students ◽

Sense Of Community ◽

Influential Factors ◽

School Students ◽

Using Data

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Building Community in a Pluralist High School

Jewish Day Schools, Jewish Communities ◽

10.3828/liverpool/9781904113744.003.0021 ◽

2009 ◽

pp. 375-394

Author(s):

Susan L. Shevitz ◽

Rahel Wasserfall

Keyword(s):

United States ◽

High School ◽

Sense Of Community ◽

Educational Practice ◽

The United States ◽

Educational Approach ◽

Psychological Sense Of Community ◽

Building Community ◽

Psychological Sense ◽

The Individual

This chapter investigates how an intentionally pluralistic Jewish high school in the United States called ‘Tikhon’ deals with questions regarding the individual and the community in its educational practice. It analyses what the practices reveal about its understanding of pluralism. The chapter argues that two dynamics are fundamental to Tikhon's efforts: first, the need to create an environment in which participants can risk the differentiation, debate, discussion, and openness to cooperation and change that are at the heart of Tikhon's understanding of community; and second, the need to create a psychological sense of community in which ‘difference’ is central to the conception of community. This chapter's enquiry is part of a larger project to study how pluralism is enacted and understood at Tikhon. It asserts that the approach and methods found at Tikhon can be applied to other settings where the tension between the individual and the group is central to the educational approach.

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Understanding Urban High School Students of Color Motivation to Teach: Validating the FIT-Choice Scale

Urban Education ◽

10.1177/0042085915623338 ◽

2015 ◽

Vol 54 (7) ◽

pp. 957-983 ◽

Cited By ~ 1

Author(s):

Nancy L. Leech ◽

Carolyn A. Haug ◽

Margarita Bianco

Keyword(s):

High School ◽

Factor Analysis ◽

High School Students ◽

Predominantly White ◽

Students Of Color ◽

White Female ◽

Good Teacher ◽

School Students ◽

Factors Influencing ◽

Confirmatory Factor

The Factors Influencing Teaching Choice (FIT-Choice) scale was completed by 86 high school students of color prior to beginning a class focusing on motivating students to become interested in teaching. Findings based on confirmatory factor analysis support the underlying FIT-Choice scale factor structure reported in previous studies. Students’ perceptions about teaching and motivations to teach were significantly lower compared with predominantly White female pre-service and in-service teachers for the majority of factors. The high school students of color were most drawn to teaching by their respect for the proficiency required of a good teacher.

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