Kelly Sean
University of Notre Dame, Center for Research on Educational Opportunity, 1015 Flanner Hall, Notre Dame, IN 46556-5611, USA.
Soc Sci Res. 2008 Jun;37(2):434-48. doi: 10.1016/j.ssresearch.2007.08.003.
Student level data on participation in classroom discourse and student effort on assignments in 117 middle school English classrooms are used to investigate the social determinants of student engagement in classroom instruction. Social identity theories of race, social class, and attachment to school, and research in the social psychology of achievement motivation both suggest differential levels of student engagement among diverse student groups. Using multilevel models, the author investigates the relationship between classroom context and students' levels of engagement. Levels of engagement among black and low SES students are mostly insensitive to classroom context, suggesting there is little collective action directed at fostering anti-school norms among these student groups. However, consistent with research in the social psychology of achievement motivation, students who begin class with weaker reading and writing skills are less likely to be engaged, setting the stage for a cycle of reduced achievement growth.
117个中学英语课堂中关于学生参与课堂讨论的数据以及学生在作业上的努力程度，被用于调查学生课堂参与度的社会决定因素。关于种族、社会阶层和对学校的归属感的社会认同理论，以及成就动机社会心理学方面的研究，都表明不同学生群体之间的参与度水平存在差异。作者使用多层次模型研究课堂环境与学生参与度水平之间的关系。黑人和低社会经济地位学生的参与度水平大多对课堂环境不敏感，这表明针对这些学生群体培养反学校规范的集体行动很少。然而，与成就动机社会心理学的研究一致，读写技能较弱的学生开始上课时参与度较低，这为成绩增长减少的循环埋下了伏笔。
