- Title
- School climate, social identity processes and school outcomes: making the case for a group-level approach to understanding schools
- Creator
- Reynolds, Katherine J.; Subasic, Emina; Lee, Eunro; Bromhead, David
- Relation
- Self and Social Identity in Educational Contexts p. 55-69
- Publisher Link
- http://dx.doi.org/10.4324/9781315746913
- Publisher
- Routledge
- Resource Type
- book chapter
- Date
- 2017
- Description
- A11 important area of inquiry within the educational domain concerns school climate and related concepts such as school connectedness and school belonging (e.g., Thapa, Cohen, Higgins-D'Alessandro and Guffey, 2013). School climate is defined in different ways, but in essence, it focuses on student perceptions of academic emphasis, the way groups within a school (e.g., teachers, students, parents) relate to one another, and the higher-order norms, values, and practices (shared mission) that define the school as a whole (Thapa et al., 2013). In this chapter, we argue that incorporating a social-psychological analysis of the group within the school climate domain can advance understanding of school life. To date, most emphasis is placed on the psychology of individuals-as-individuals and interpersonal relationships. What is missing is an analysis of the group.
- Subject
- behavioural sciences; education; medicine; social identity; schools; groups; social-psychological analysis; school climate; school belonging; school connectedness
- Identifier
- http://hdl.handle.net/1959.13/1387696
- Identifier
- uon:32654
- Identifier
- ISBN:9781138815131
- Language
- eng
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