Adolescent Alienation and Student Perceptions of School Climate
Tucker-Ladd, Patricia Rose
This item is only available for download by members of the University of Illinois community. Students, faculty, and staff at the U of I may log in with your NetID and password to view the item. If you are trying to access an Illinois-restricted dissertation or thesis, you can request a copy through your library's Inter-Library Loan office or purchase a copy directly from ProQuest.
Permalink
https://hdl.handle.net/2142/71911
Description
Title
Adolescent Alienation and Student Perceptions of School Climate
Author(s)
Tucker-Ladd, Patricia Rose
Issue Date
1989
Doctoral Committee Chair(s)
Ward, James G.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
Education, Administration
Education, Secondary
Abstract
This case study of one midwestern high school explored indepth the relationships between adolescent alienation and student perceptions of school climate, with the goal of understanding those relationships and finding ways the school might change in order to decrease alienation in students. With the student sample of 214, alienation was measured by Mackey's Adolescent Alienation Scale and the measure of school climate was the Effective School Battery Student Survey. Additionally, focus groups with 14 less- and 16 more-alienated students and six teachers provided clarification of the relationships indicated by the statistical analysis of the alienation and climate scores. This combination of quantitative and qualitative research methods showed more-alienated students: (a) were more involved in unsafe activity, either as victims or aggressors; (b) felt teachers did not respect them because they were not members of status groups in school or because they were not good students; (c) saw the school as unchanging and were unfamiliar with existing school systems; (d) were hostile toward student government and felt powerless to make changes in the school; and (e) disliked many school rules, feeling teachers treated them more harshly than others for rule infractions. Thirteen specific interventions are proposed to deal directly with the needs of the more-alienated students.
Use this login method if you
don't
have an
@illinois.edu
email address.
(Oops, I do have one)
IDEALS migrated to a new platform on June 23, 2022. If you created
your account prior to this date, you will have to reset your password
using the forgot-password link below.
