School climate, social identity processes and school outcomes: Making the case for a group-level approach to understanding schools

Katherine J. Reynolds; Emina Subasic; Eunro Lee; David Bromhead

doi:10.4324/9781315746913

School climate, social identity processes and school outcomes: Making the case for a group-level approach to understanding schools

Katherine J. Reynolds, Emina Subasic, Eunro Lee, David Bromhead

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

An import ant area of inquiry within the educational domain concerns school climate and related concepts such as school connectedness and school belonging (e.g., Thapa, Cohen, HigginsD’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 psycho logical analysis of the group within the school climate domain can advance under standing of school life. To date, most emphasis is placed on the psycho logy of individuals as individuals and inter personal relationships. What is missing is an analysis of the group.

Original language	English
Title of host publication	Self and Social Identity in Educational Contexts
Editors	Kenneth Mavor, Michael Platow, Boris Bizumic
Place of Publication	London
Publisher	Taylor & Francis
Chapter	3
Pages	55-69
Number of pages	15
ISBN (Electronic)	9781317599760
ISBN (Print)	9781138815131
DOIs	https://doi.org/10.4324/9781315746913
Publication status	Published - 1 Jan 2017

Access to Document

10.4324/9781315746913

Link to publication in Scopus

Fingerprint Dive into the research topics of 'School climate, social identity processes and school outcomes: Making the case for a group-level approach to understanding schools'. Together they form a unique fingerprint.

Cite this

@inbook{355ca16b940440bcb7b203a5325da6fb,

title = "School climate, social identity processes and school outcomes: Making the case for a group-level approach to understanding schools",

abstract = "An import ant area of inquiry within the educational domain concerns school climate and related concepts such as school connectedness and school belonging (e.g., Thapa, Cohen, HigginsD{\textquoteright}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 psycho logical analysis of the group within the school climate domain can advance under standing of school life. To date, most emphasis is placed on the psycho logy of individuals as individuals and inter personal relationships. What is missing is an analysis of the group.",

author = "Reynolds, {Katherine J.} and Emina Subasic and Eunro Lee and David Bromhead",

year = "2017",

month = jan,

day = "1",

doi = "10.4324/9781315746913",

language = "English",

isbn = "9781138815131",

pages = "55--69",

editor = "Kenneth Mavor and Michael Platow and Boris Bizumic",

booktitle = "Self and Social Identity in Educational Contexts",

publisher = "Taylor & Francis",

address = "United States",

}

School climate, social identity processes and school outcomes : Making the case for a group-level approach to understanding schools. / Reynolds, Katherine J.; Subasic, Emina; Lee, Eunro; Bromhead, David.

Self and Social Identity in Educational Contexts. ed. / Kenneth Mavor; Michael Platow; Boris Bizumic. London : Taylor & Francis, 2017. p. 55-69.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

TY - CHAP

T1 - School climate, social identity processes and school outcomes

T2 - Making the case for a group-level approach to understanding schools

AU - Reynolds, Katherine J.

AU - Subasic, Emina

AU - Lee, Eunro

AU - Bromhead, David

PY - 2017/1/1

Y1 - 2017/1/1

N2 - An import ant area of inquiry within the educational domain concerns school climate and related concepts such as school connectedness and school belonging (e.g., Thapa, Cohen, HigginsD’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 psycho logical analysis of the group within the school climate domain can advance under standing of school life. To date, most emphasis is placed on the psycho logy of individuals as individuals and inter personal relationships. What is missing is an analysis of the group.

AB - An import ant area of inquiry within the educational domain concerns school climate and related concepts such as school connectedness and school belonging (e.g., Thapa, Cohen, HigginsD’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 psycho logical analysis of the group within the school climate domain can advance under standing of school life. To date, most emphasis is placed on the psycho logy of individuals as individuals and inter personal relationships. What is missing is an analysis of the group.

UR - http://www.scopus.com/inward/record.url?scp=85020351867&partnerID=8YFLogxK

U2 - 10.4324/9781315746913

DO - 10.4324/9781315746913

M3 - Chapter

AN - SCOPUS:85020351867

SN - 9781138815131

SP - 55

EP - 69

BT - Self and Social Identity in Educational Contexts

A2 - Mavor, Kenneth

A2 - Platow, Michael

A2 - Bizumic, Boris

PB - Taylor & Francis

CY - London

ER -