Constructing school belonging(s) in disadvantaged urban spaces: Adolescents’ experiences and narratives in Mexico City
Constructing school belonging(s) in disadvantaged urban spaces: Adolescents’ experiences and narratives in Mexico City
School belonging is a topic of growing interest given its connection with
school dropout, academic achievement, students’ behavior, and adolescent
well-being. Until recently, most of this literature came from Anglo-Saxon
contexts, mainstream schools, and quantitative analysis. As a result, there
is still a research gap on this issue in different cultural contexts, social
classes, and minority groups. This article makes a contribution exploring
school belonging among adolescents from disadvantaged backgrounds,
in an emerging economy (Mexico), and using a qualitative methodology
that prioritize meanings and experiences of individuals. Focusing on three
dimensions (stigmatization processes, school climate, and social relations
with teacher and peers), we capture how the engagement of adolescents
with their schooling process is shaped by institutional as well as sociocultural
aspects. The study provides significant implications for a continuous professional development of high schools in disadvantaged contexts
regarding student involvement, teacher support, and social recognition.
Education, Poverty/Disadvantage, Socioeconomic Status/Social Class, Urban Context, School Dropout, Attachment
Saraví, Gonzalo
ee42c1fe-3ce4-4f63-b439-f1d87e548e40
Bayón, María Cristina
fac495e6-b08a-43d9-9bfe-a414906a5f6a
Azaola, Marta
9ac43b18-a969-4877-a1b8-62bb4541da82
22 March 2019
Saraví, Gonzalo
ee42c1fe-3ce4-4f63-b439-f1d87e548e40
Bayón, María Cristina
fac495e6-b08a-43d9-9bfe-a414906a5f6a
Azaola, Marta
9ac43b18-a969-4877-a1b8-62bb4541da82
Saraví, Gonzalo, Bayón, María Cristina and Azaola, Marta
(2019)
Constructing school belonging(s) in disadvantaged urban spaces: Adolescents’ experiences and narratives in Mexico City.
Youth and Society.
(doi:10.1177/0044118X19838188).
Abstract
School belonging is a topic of growing interest given its connection with
school dropout, academic achievement, students’ behavior, and adolescent
well-being. Until recently, most of this literature came from Anglo-Saxon
contexts, mainstream schools, and quantitative analysis. As a result, there
is still a research gap on this issue in different cultural contexts, social
classes, and minority groups. This article makes a contribution exploring
school belonging among adolescents from disadvantaged backgrounds,
in an emerging economy (Mexico), and using a qualitative methodology
that prioritize meanings and experiences of individuals. Focusing on three
dimensions (stigmatization processes, school climate, and social relations
with teacher and peers), we capture how the engagement of adolescents
with their schooling process is shaped by institutional as well as sociocultural
aspects. The study provides significant implications for a continuous professional development of high schools in disadvantaged contexts
regarding student involvement, teacher support, and social recognition.
Text
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More information
Accepted/In Press date: 23 February 2019
e-pub ahead of print date: 22 March 2019
Published date: 22 March 2019
Keywords:
Education, Poverty/Disadvantage, Socioeconomic Status/Social Class, Urban Context, School Dropout, Attachment
Identifiers
Local EPrints ID: 429108
URI: http://eprints.soton.ac.uk/id/eprint/429108
ISSN: 0044-118X
PURE UUID: 0ea16657-0e72-46b0-9f07-dde55572d3d2
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Date deposited: 21 Mar 2019 17:30
Last modified: 16 Mar 2024 04:03
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Contributors
Author:
Gonzalo Saraví
Author:
María Cristina Bayón
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