Developing identity is a critical part of the whole-student pedagogical approach. In addition to coursework, social skills and identity work are important parts of a typical school day.
Unfortunately, my experience tells me that student connectedness is widely ignored. Younger grades incorporate some social/relationship building lessons (everyone learns to share and apologize, right?), but particularly in high school, subject-area content is the teacher’s sole curriculum responsibility, and students’ social needs are at best ignored and at worst disrespected. Juvonen (2006) and Reis, Collins, and Berscheid (2000) suggest that this lack of emphasis on connectedness in high schools is impacting student success.
Juvonen (2006) asserts that the “risk of dropping out is ameliorated by participation in any school-related activities” (p. 658). One practical step to improve students’ belonging in high school could be to create an inclusive community around school activities. The high school I taught at included “club time” during the day when students could bond/build relationships; however, this quickly devolved into punishment/detention for the most at-risk, poorly behaved individuals (read: the students that would have most benefited from this time). The school had an individualistic perspective, focusing just on reducing particular students’ behaviors, rather than looking at the system of interdependent parts that prompted the negative actions (Reis, Collins, and Berscheid, 2000, p. 847). I recommend schools evaluate their club/school activity policies to ensure that all students are included, rather than making them part of an exclusive reward that only furthers a sense of rejection/alienation among struggling/at-risk students.
Disclaimer: I am writing based on my personal experience as paired with the readings and am not assuming knowledge or judgement of all schools. I also acknowledge that due to space limitations, I cannot elaborate on the exceptions/details of implementing my suggested reform (which would certainly be a relevant discussion outside of the context of this post).
While I understand your point about younger grades incorporating some social skills, even then these skills are not typically considered part of the curriculum, per se. Indeed, even Kindergarten and preschool programs are becoming increasingly academic to the detriment of relationship building and learning how to interact productively with others (e.g., Miller & Almon, 2009). I wonder if the issue of excluding children from club time who need this time most might be ameliorated by making it clearer that the time is not just a *means* to incorporate social skills, but the overall purpose. If teachers view their role not as “teaching science in a way that promotes socialization,” but “teaching socialization,” that would come closer to making this part of the curriculum.
Miller, E., and Almon, J. (2009). Crisis in the Kindergarten: Why Children Need to Play in School. College Park, MD: Alliance for Childhood.
Hi Sarah and Katie – Your discussion made me think about the impact of prompting to students make the connection between science and their community via utility value interventions. Though this would not be considered a extracurricular activity nor a method of teachers fostering socialization, it may bridge this idea of students making the connection between their personal lives and interests to their academic lives. While utility value interventions have been shown to promote performance and persistence in STEM domains, there may be a way to help students bridge the gap between their academic and personal lives through a variety of activities(Hulleman et al., 2012).
Hulleman, C. S., Godes, O., Hendricks, B. L., & Harackiewicz, J. M. (2010). Enhancing interest and performance with a utility value intervention. Journal of Educational Psychology, 102, 880-895. http://dx.doi.org.proxy2.cl.ms…..7/a0019506
Hi Sarah – You raise a similar issue to Krystal! Juvonen (2006) suggests that economically disadvantaged students might be particularly vulnerable due to lack of parental support stemming from hardship. Furthermore, “teacher support may compensate for lack of parent support” (p.658). Though Juvonen (2006) names teacher support here, I would guess that any type of community building would be beneficial. You mention, “’club time’… developed into punishment/detention for the most at-risk, poorly behaved individuals.” Ironically, research has shown that allowing them to have that time might have reduced some of the poor behavior! It is unfortunate that some schools/educators often view social time as a privilege. I wonder what is necessary to change this mindset, so these students can receive the support they need and build meaningful relationships.
Hi Katie, Krystal, and Kimberly,
I think we’re all recognizing the same problem: How do we get students to genuinely value and gain connectedness from the somewhat contrived atmosphere of school-planned club/social time?
As Katie suggested, I think informing students of the deeper purpose of club time might work (especially in middle school before students begin confronting authority too severely), but I worry that high school students will not engage authentically if told up front that the time has a specific goal; they will instead either act the part and comply as they do in most classes just to make it through the day, or they will reject the concept entirely and resist participation. Either way, organic connectedness is lost. This idea still might be worth a try though; I am wondering if any research has covered this yet.
I have similar thoughts about applying utility value interventions. Krystal, you know more than me about what those interventions look like, but if they involve detracting from the natural growth of friendship and instead obviously orchestrate socialization, I am not convinced that older students will take to them well. I’d be curious to learn more about them; there could be great potential in that idea!
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