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7. Schools as Communities for Students
- State University of New York Press
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CHAPTER 7 Schools as Communities for Students Karen Osterman Hargreaves, Earl, and Ryan (1996) echo the voice of many researchers and educators who believe that “one of the most fundamental reforms needed in secondary or high school education is to make schools into better communities of caring and support for young people” (p. 77). The term community is used in different ways in the literature, but common to many of these definitions is the concept of belongingness (Solomon et al., 1996). While there are differences in opinion on specific characteristics of organizations that constitute communities, as Furman (1998) explains, community is not present until members experience feelings of belonging, trust in others, and safety. Members of a community, according to McMillan and Chavis (1986), feel that they belong, that they matter to one another and to the group, and believe that their needs will be met through their commitment to one another. This chapter focuses on schools as communities for students, and drawing on empirical research, considers the following questions: Why is it important for students to experience belonging in the school setting? To what extent do students experience school as a supportive community? And finally, in what ways do schools influence the development of this sense of community?1 THE NEED FOR BELONGING Drawing from the psychological literature, we learn that this need for belonging is a fundamental motivational need with critical implications for human growth and development (Connell & Wellborn, 1991; Deci et al., 1991; Ryan, 1995). The need for relatedness involves the need to feel securely connected with others in the environment and to experience oneself as worthy of love 167 and respect. In essence, then, this need for relatedness is the need to experience belongingness, or a sense of community, in a particular context.2 A fundamental human motivation, according to Baumeister and Leary (1995), is one that applies to all people, operates in a wide variety of settings, and affects emotional and cognitive patterns. Based on an extensive review of empirical evidence from many settings, they determined that the need to belong is indeed fundamental and is associated with differences in cognitive processes, emotional patterns, behavior, health, and well-being. The experience of belonging affects people’s perceptions of others; those who feel accepted view friends and group members more favorably and to think about them more often and in more complex ways. Being included or welcomed leads to positive emotions—happiness, elation, contentment, and calm. Being rejected, excluded, or ignored, on the other hand, often leads to anxiety, depression , grief, jealousy, and loneliness and is associated with a higher incidence of mental and physical illness and a broad range of behavioral problems, ranging from traffic accidents and drug and alcohol use to criminality and suicide. Being part of a supportive network reduces stress, while being deprived of stable and supportive relationships has far-reaching negative consequences. From their analysis of over three hundred empirical studies, the researchers conclude that “the desire for interpersonal attachment may well be one of the most farreaching and integrative constructs currently available to understand human nature” (p. 522). What is the relevance of this work in school settings? Current work in educational psychology tells us that students’ experience of belongingness in the school setting is linked to important motivational, attitudinal, and behavioral factors that are associated with school success. Specifically, we find that this sense of belonging to a supportive school community is associated with emotional well-being, intrinsic motivation, prosocial behavior, commitment to school, engagement, and achievement. Children who experience a sense of relatedness have a stronger supply of inner resources. They perceive themselves to be more competent and autonomous ; but they are also more willing to accept social norms, values, and regulation and to assume responsibility for their own behavior (Deci et al., 1991; Grolnick & Ryan, 1989; Grolnick, Ryan, & Deci, 1991; Ryan, 1995; Ryan, Stiller, & Lynch, 1994; Ryan & Lynch, 1989; Wentzel, 1997). They have higher expectations of success and higher levels of intrinsic motivation (Anderson , Manoogian, & Reznick,1976; Battistich et al., 1995; Goodenow, 1993a, 1993b; Goodenow & Grady, 1993; Solomon et al., 1996; Wentzel, 1997; Wentzel & Caldwell, 1997) as well as a stronger sense of identity, self-esteem, and self-efficacy (Battistich et al., 1995; Bishop & Inderbitzen, 1995; Ryan, Stiller, & Lynch, 1994). These inner resources, in turn, predict engagement and performance. 168 Osterman [3.87.133.69] Project MUSE (2024-03-28 13:51 GMT) The experience of belonging is associated with more positive attitudes toward self and others. Baumeister and Leary (1995) report that...