Safe, Affirming, and Productive Spaces Classroom Engagement Among Latina High School Students

Responding to recent reports that Latina students often lack feelings of belonging at school and are dropping out in increasing numbers, this study explores how classroom environments influence engagement or disengagement among Latina students. Through case studies with five Latina 10th-grade studen...

Full description

Saved in:
Bibliographic Details
Published inUrban education (Beverly Hills, Calif.) Vol. 48; no. 4; pp. 490 - 528
Main Author Cooper, Kristy S.
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.07.2013
SAGE PUBLICATIONS, INC
Subjects
California
Case Studies
Classroom Environment
Classrooms
Dropouts
Educational Environment
Educational Practices
Emotional Adjustment
Females
Grade 10
High School Students
Hispanic American Students
Hispanic Americans
Interviews
Latin American Cultural Groups
Learner Engagement
Learning
Safety
School environment
Schools
Secondary school students
Self Concept
Student Attitudes
Student School Relationship
Students
Studies
Travel
Urban Education
California
United States > US
high school
Hispanic students
programs
urban education
case studies
subjects
Online AccessGet full text

Cover

More Information
Summary:Responding to recent reports that Latina students often lack feelings of belonging at school and are dropping out in increasing numbers, this study explores how classroom environments influence engagement or disengagement among Latina students. Through case studies with five Latina 10th-grade students, this research examines how variations in the learning environment along three dimensions influence variations in classroom engagement as students travel from class to class in a given school day. Marshaling interview and observational data, the author demonstrates that Latina students experience the greatest levels of classroom engagement in learning spaces that are safe, affirming, and productive.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
ISSN:0042-0859
1552-8340
DOI:10.1177/0042085912457164