Creating Connectedness Through Being Known: Fulfilling the Need to Belong in U.S. High Schools

A multidisciplinary body of literature has established that students’ affective relationships with teachers are associated with important academic and developmental outcomes. In this article, we explored late adolescents’ active interpretations of what we call “being known” in high school. Distinct...

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Bibliographic Details
Published in:Youth & society 2014-05, Vol.46 (3), p.379-401
Main Authors: Chhuon, Vichet, Wallace, Tanner LeBaron
Format: Article
Language:English
Subjects:
Adolescent Attitudes
Adolescent Development
Adolescents
California
Caring
Context Effect
Developmental Tasks
Educational Environment
Focus Groups
Group Membership
High School Students
High Schools
Instructional Effectiveness
Interpersonal Relationship
Minnesota
Pennsylvania
Perceptions
Reputation
School Environment
Schools
Secondary school students
Secondary School Teachers
Secondary schools
Social psychology
Student Attitudes
Student Teacher Relationship
Students
Teacher Effectiveness
Teacher Student Relationship
Teaching
Teenagers
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Summary:A multidisciplinary body of literature has established that students’ affective relationships with teachers are associated with important academic and developmental outcomes. In this article, we explored late adolescents’ active interpretations of what we call “being known” in high school. Distinct from a generalized perception of the school environment, namely, sense of school belonging, the concept of being known may provide a cohesive and efficient framework for understanding the intersections of developmental tasks, psychosocial perceptions, and effective teaching. Our focus group data with adolescents (M = 16.65 years old, N = 77) yielded three robust findings (a) moving beyond “just teach” teacher relationships; (b) providing instrumental support; and (c) engaging a benefit-of-the-doubt treatment of students. We examined each of these key themes to probe how connectedness is created or undermined through the moment-by-moment experiencing of relational structures characterized by students’ perceptions of being known by adults in an educational context.
ISSN:0044-118X
1552-8499
DOI:10.1177/0044118X11436188