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 proceedingChapter

    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 languageEnglish
    Title of host publicationSelf and Social Identity in Educational Contexts
    EditorsKenneth Mavor, Michael Platow, Boris Bizumic
    Place of PublicationLondon
    PublisherTaylor & Francis
    Chapter3
    Pages55-69
    Number of pages15
    ISBN (Electronic)9781317599760
    ISBN (Print)9781138815131
    DOIs
    Publication statusPublished - 1 Jan 2017

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  • Cite this

    Reynolds, K. J., Subasic, E., Lee, E., & Bromhead, D. (2017). School climate, social identity processes and school outcomes: Making the case for a group-level approach to understanding schools. In K. Mavor, M. Platow, & B. Bizumic (Eds.), Self and Social Identity in Educational Contexts (pp. 55-69). Taylor & Francis. https://doi.org/10.4324/9781315746913