Fostering Youth Sociopolitical Action: The Roles of Critical Reflection, Sociopolitical Efficacy, and Transformative Student Voice

2021 ◽  
pp. 004208592110684
Author(s):  
Carlos P. Hipolito-Delgado ◽  
Dane Stickney ◽  
Ben Kirshner ◽  
Courtney Donovan
Keyword(s):  
High School Students ◽  
Leadership Development ◽  
Social Action ◽  
Urban Youth ◽  
Student Voice ◽  
Critical Reflection ◽  
School Students ◽  
Community Organizers ◽  
Critical Pedagogies ◽  
Classroom Leadership

Critical pedagogies often prioritize critical thinking and social awareness at the expense of preparing urban youth for social action. Though sociopolitical efficacy is argued to bridge critical reflection and social action, this relationship is undetermined. We argue that critical reflection and sociopolitical efficacy are independent predictors of sociopolitical action. We surveyed 158 high-school students and found that critical reflection and sociopolitical efficacy were positively related to sociopolitical action. Additionally, participation in transformative student voice (TSV) and classroom leadership opportunities positively influenced sociopolitical efficacy. We argue that educators and community organizers should promote leadership development and TSV activities to encourage youth sociopolitical efficacy and action.

School counselors’ role in supporting student voice initiatives in secondary schools

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Adam Voight ◽  
Dakota King-White
Keyword(s):  
High School Students ◽  
School Counseling ◽  
School Counselors ◽  
Student Voice ◽  
Qualitative Interviews ◽  
Secondary Level ◽  
School Students ◽  
Social And Emotional ◽  
Integral Role ◽  
Face Time

AbstractSchool counselors play an integral role in supporting students academically, socially, and emotionally. However, due to various demands, school counselors often face time constraints that limit them from providing social and emotional support to students at the secondary level. In this case study, an analysis of qualitative interviews with 13 high school students and 20 administrators who participated in a student voice initiative in a large, urban school district showed that participating students gained social and analytic skills, and the initiative produced a more positive school climate. These outcomes align with those articulated in school counseling standards. Throughout the article, the researchers discuss a student voice initiative that was implemented district-wide, outcomes from the research study pertaining to the intervention, and implications for school counseling practices to support student voice initiatives at the secondary level.

scholarly journals Pelatihan Kepemimpinan Berbasis Nilai-Nilai Islam pada Siswa SMA LPP UMI Makassar

2021 ◽  
Vol 2 (1) ◽  
pp. 19-27
Author(s):  
Muhammad Ashoer ◽  
◽  
Muhammad Fadhil ◽  
Jafar Basalamah ◽  
Muh. Reza Ramdhani ◽  
...  
Keyword(s):  
High School Students ◽  
Leadership Development ◽  
Development Program ◽  
Average Score ◽  
School Students ◽  
Student Council ◽  
Leadership Development Program ◽  
Islamic Leadership ◽  
Evaluation Approaches ◽  
Islamic Values

Abstract Purpose: The increase in issues among high school students tends to form their character (unproductively) negatively, and a lack of understanding of religion and leadership is suspected to be contributing. In response to this phenomenon, this program aimed to deliver a leadership development program based on Islamic values to the management of LPP UMI Makassar’s OSIS board. Research Methodology: This internal community service method combines lecture, discussion, and evaluation approaches to achieve the best results. The evaluation technique is collected through questionnaires covering elements pertaining to Islamic leadership based on Nabi Muhammad SAW. This questionnaire was then issued to ascertain their level of comprehension of the material presented. This program attracted 27 students, representing 81.8 percent of the total student council board of SMA LPP UMI, Makassar. Results: The program’s findings indicated that participants better understood the concepts and attributes of leadership in the Islamic paradigm. In addition, the results also showed that the dimension of Sidiq’s character (honesty) has the highest average score (4.48), meaning that the students of LPP UMI Makassar consider honesty as the most important thing that leaders must have in the concept of Islam. Conclusion: This outcome is designed to instill an Islamic leadership attitude in SMA UMI’s student council students, enabling them to contribute positively to Indonesia in the future.

scholarly journals Initiation as a Tool for the Development of Leadership Qualities of Socially Active High School Students: the case of the School of Leaders "The Restless Hearts of Kuzbass" (Kemerovo State University)

2019 ◽  
Vol 2019 (4) ◽  
pp. 309-315
Author(s):  
Veronika Dzvonik
Keyword(s):  
High School ◽  
High School Students ◽  
Leadership Development ◽  
Leadership Skills ◽  
State University ◽  
Youth Organizations ◽  
Leadership Qualities ◽  
School Students ◽  
The Republic ◽  
Pedagogical Research

The article considers initiation as a means of developing leadership qualities of socially active high school students. The research featured the development of leadership skills in socially active high school students in the School of Leaders organized by Kemerovo State University. The paper reviews theoretical ideas about leadership as an object of psychological and pedagogical research. The author determined the content characteristics of social competence as the basis of leadership manifestation and described the features of the development of leadership qualities in socially active high school students. The article describes various socialization projects implemented in Russian universities and considers the phenomenon of initiation employed in "The Republic of Restless Hearts". The initiation project is based on a forming experiment and proved effective in the local School of Leaders. The research results can help to improve the process of leadership development of socially active high school students in various youth organizations. The results were implemented in practice to develop leadership skills of socially active high school students during the Regional Professional Camp of youth organizations "The Republic of Restless Hearts" and can be of practical use to other youth organizations.

“Being Chinese Means Becoming Cheap Labour”: Education, National Belonging and Social Positionality among Youth in Contemporary China

2020 ◽  
pp. 1-21
Author(s):  
Orna Naftali
Keyword(s):  
High School Students ◽  
Urban Youth ◽  
School Students ◽  
National Belonging ◽  
Chinese Youth ◽  
Education Campaign ◽  
Cheap Labour ◽  
Rural And Urban ◽  
Social Positioning ◽  
Patriotic Education

Abstract Since the 1990s, the Chinese party-state has attempted to teach its youth how to think and speak about the nation through a “patriotic education” campaign waged in schools, the media and on public sites. The reception of these messages by youth of different social backgrounds remains a disputed issue, however. Drawing on a multi-sited field study conducted among rural and urban Han Chinese youth attending different types of schools, this article explores the effects of the patriotic education campaign on youth conceptions of the nation by examining the rhetoric high-school students employ when asked to reflect upon their nation. The study reveals that a majority of youth statements conform to the language and contents of the patriotic education campaign; however, there are significant differences in the discursive stances of urban youth and rural youth and of those attending academic and non-academic, vocational schools. These findings call into question the party-state's current vision of China as a “unified” national collectivity. They highlight the existence of variances in the sense of collective belonging and national identity of Chinese youth, while underscoring the importance of social positioning and perceived life chances in producing these variances.

21st Century New Literacies and Digital Tools as Empowering Pedagogies for Urban Youth of Color

2014 ◽  
pp. 233-246
Author(s):  
Yolanda Sealey-Ruiz ◽  
Marcelle M. Haddix
Keyword(s):  
High School Students ◽  
21St Century ◽  
Urban Youth ◽  
New Literacies ◽  
Positive Impact ◽  
Digital Tools ◽  
Public High Schools ◽  
Youth Of Color ◽  
School Students ◽  
Social Media Platforms

Increasingly, more youth of color are gaining access to multiple forms of digital and popular media, yet 21st Century Literacies are virtually absent from the curriculum in most schools that serve them. By contrast, their increased knowledge of digital tools is usually met with restrictive access. For example, in many urban public high schools, cell phones are seen as contraband and students are required to “check” them at the door. Additionally, access to the Internet and social media platforms are blocked on most computers to which students have access while in school. More research is needed on how race, gender, ethnicity, and language intersect with access to digital tools in schools. This chapter presents a dialogue about the positive impact of using 21st Century New Literacies and digital tools with Black male middle and high school students. The authors highlight ways that teachers can effectively use digital tools in their classrooms.

scholarly journals High school students as researchers about their school: exploring its potential for choices and skills

2021 ◽  
pp. 136548022110019
Author(s):  
Ana Cristina Torres ◽  
Ana Mouraz
Keyword(s):  
High School ◽  
High School Students ◽  
Student Voice ◽  
Qualitative Evaluation ◽  
School Students ◽  
Inquiry Skills ◽  
Educational Trajectories ◽  
Research In Education ◽  
School Issues

This paper introduces a partnership between researchers in Education Sciences and high school students and discusses the students’ perceptions of the effects of taking on the role of researchers in Education Sciences. These partnerships were established to develop a project in which high school students researched their school’s everyday life in collaboration with academic researchers. The partners are introduced, as well as the partnership and the steps for supporting the student researchers in developing their projects. Drawing on student voice literature, a qualitative evaluation of the students’ products and perspectives regarding their experiences as researchers pointed to the potential of these partnerships for the students’ engagement in discussions about educational trajectories and pathway choices with their peers, teachers and researchers. Moreover, the students’ perceptions indicate an improvement in their inquiry skills and valuing of research in Education Sciences. This paper adds to the existing literature on student voice in schools, by discussing processes to engage students as researchers of school issues and by highlighting the importance of student voice to early awareness and recognition of research in Education Sciences.

The Student Voice Collaborative: An Effort to Systematize Student Participation in School and District Improvement

2015 ◽  
Vol 117 (13) ◽  
pp. 119-134
Author(s):  
Ari Sussman
Keyword(s):  
New York ◽  
New York City ◽  
High School Students ◽  
School Improvement ◽  
Student Voice ◽  
York City ◽  
School Level ◽  
School Students ◽  
District Improvement ◽  
Collective Work

Alienation from school improvement processes can lead students to disengage and disinvest in school. Through the creation of the Student Voice Collaborative (SVC) in New York City, an educational leadership program, high school students have partnered with teachers and principals as well as administrators in the New York City Department of Education to address educational issues that matter most to them. Their collective work has led to concrete changes in school and district practices, including the district-wide revision of a tool used to evaluate elementary, middle, and high schools. Students, too, have undergone personal transformation as they have strengthened their skills and realized their ability to effect meaningful change. In this chapter, the author and founder of SVC, Ari Sussman, recounts the program's first three years, noting its setbacks and accomplishments. He then describes the shared school-level governance model SVC has developed, the process it uses to launch and sustain campaigns, and nine design and implementation principles that can guide the work of others seeking to institutionalize student voice in schools and school systems.

21st Century New Literacies and Digital Tools as Empowering Pedagogies for Urban Youth of Color

2018 ◽  
pp. 1508-1522
Author(s):  
Yolanda Sealey-Ruiz ◽  
Marcelle M. Haddix
Keyword(s):  
High School Students ◽  
21St Century ◽  
Urban Youth ◽  
New Literacies ◽  
Positive Impact ◽  
Digital Tools ◽  
Public High Schools ◽  
Youth Of Color ◽  
School Students ◽  
Social Media Platforms

Increasingly, more youth of color are gaining access to multiple forms of digital and popular media, yet 21st Century Literacies are virtually absent from the curriculum in most schools that serve them. By contrast, their increased knowledge of digital tools is usually met with restrictive access. For example, in many urban public high schools, cell phones are seen as contraband and students are required to “check” them at the door. Additionally, access to the Internet and social media platforms are blocked on most computers to which students have access while in school. More research is needed on how race, gender, ethnicity, and language intersect with access to digital tools in schools. This chapter presents a dialogue about the positive impact of using 21st Century New Literacies and digital tools with Black male middle and high school students. The authors highlight ways that teachers can effectively use digital tools in their classrooms.

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