Academic Achievement in the High School Years: The Changing Role of School Engagement

School engagement is an important theoretical and practical cornerstone to the promotion of academic accomplishments. This article used a tripartite—behavioral, emotional, and cognitive—model of school engagement to assess the relationship between school engagement and academic success among high school students, and to determine whether a reciprocal relationship exists between these constructs. Data were derived from 710 youth (69 % female) who took part in Waves 6 through 8 (Grades 10 through 12) of the 4-H study of positive youth development. Longitudinal confirmatory factor analyses confirmed the invariance of the tripartite model of school engagement. Results of a structural equation model showed that the components of school engagement and academic achievement were mutually predictive and that these predictions varied from grade to grade. Future possibilities for evaluating the relationship between school engagement and academic achievement, as well as the implications for educational policy and practice, are discussed.     

Classroom Context,School Engagement,and Academic Achievement in Early Adolescence

Classroom context and school engagement are significant predictors of academic achievement. These factors are especially important for academically at-risk students. Grounded in an ecological systems perspective, this study examined links between classroom context, school engagement, and academic achievement among early adolescents. We took a multidimensional approach to the measurement of classroom context and school engagement, incorporating both observational and self-reported assessments of various dimensions of classroom context (instruction quality, social/emotional climate, and student–teacher relationship) and school engagement (psychological and behavioral engagement). Using data from the NICHD Study of Early Child Care and Youth Development, we tested whether school engagement mediated the link between classroom context and academic achievement among 5th grade students, and whether these pathways were the same for students with previous achievement difficulties identified in 3rd grade. Participants included 1,014 children (50% female) in 5th grade (mean age = 11). The majority of the participants were white (77%) and 23% were children of color. Results indicated that psychological and behavioral engagement mediated the link between classroom context and academic achievement for students without previous achievement difficulties. However, for students with previous achievement difficulties psychological and behavioral engagement did not mediate the link between classroom context and academic achievement. These results suggest that improving classroom quality may not be sufficient to improve student engagement and achievement for students with previous achievement difficulties. Additional strategies may be needed for these students.     

Interrelations of Behavioral, Emotional, and Cognitive School Engagement in High School Students

School engagement, or the extent to which students are involved in, attached and committed to the academic and social activities in school, plays a prominent role in preventing academic failure, promoting competence, and influencing a wide range of adolescent outcomes. Although the multidimensional nature of school engagement is well-recognized, how the three purported parts of the construct work together is largely unknown. By using data from the longitudinal, 4-H study of Positive Youth Development, involving a sample of 1,029 adolescents (67.7 % female; mean age at Grade 9 = 14.92 years; 74.4 % of participants were European American, 5.2 % were Latino/a, 7.3 % were African American), the current study examined the interrelationships of behavioral, emotional, and cognitive aspects of school engagement over three years in adolescence (Grades 9–11). We used autoregressive lagged effects models to assess the relationships among the three engagement constructs. Results indicated that behavioral and emotional engagement were related bidirectionally (each variable was a basis and an outcome of the other). In addition, behavioral engagement influenced cognitive engagement (but the reverse of this relation was not found). Implications for future research are discussed.     

(Re)creating gender hierarchies within northern landscapes: a study of stories about nature and gender

This article examines how gender hierarchies are (re)created within the context of northern landscapes. We analyse data from fieldwork and interviews with middle-class female Russians having settled in a small town in northernmost Norway, most of them as marriage migrants. Inspired by the phenomenology of the body, feminist phenomenology and gender theory, the analysis shows how the participants talk about nature as ‘recreation’ and ‘poetry’, but also as a venue that is vital for (re)shaping their gendered identities. In particular, the Russian women talk about their strong, skilful outdoors Norwegian husbands as ‘experts’ in nature, and about themselves as ‘novices’. This ‘expert–novice’ relationship creates a hierarchical distinction between the Norwegian man and the Russian woman, but also attributes additional value to the equality-oriented, but in several cases neither highly educated nor highly paid, Norwegian husband. Through this ‘re-masculinisation’ of their Norwegian partners, the Russian women create a complementary, but subordinate space for themselves. The analysis reveals that our participants situate themselves in contrast to the Norwegian equality ideal while creating a room of their own where they can form a separate and unique Russian femininity. This illustrates how constructions of gender are interwoven in translocal ‘minoritising’ and ‘majoritising’ processes.     

Romantic Relationship Aggression and Attitudes in High School Students: The Role of Gender,Grade, and Attachment and Emotional Styles

Use of aggressive behaviors in adolescent romantic relationships, the endorsement of attitudes that promote such behaviors, and the extent to which attachment and emotional styles are related to these behaviors and attitudes were examined in 254 high school students. In general, aggressive behaviors and attitudes were not common. As expected girls were somewhat more likely to report being the perpetrator of physical aggression and boys were somewhat more likely to endorse the acceptance of aggression and dysfunctional sexual attitudes. For girls, a less secure relationship with best friends and lower levels of shame and guilt were related to the use of aggression in romantic relationships and endorsing less healthy attitudes about these relationships. For boys, externalizing responsibility for harm to others was related to using physical aggression in romantic relationships and lower levels of guilt and shame were related to the justification of sexual aggression. Intervention implications discussed include the need to employ programs that are grounded in the nature of adolescent relationships where aggression is more often mutual between partners, and the potential benefit of targeting emotional styles.     

Nadine El-Enany: (B)ordering Britain: Law,Race, and Empire

Feminist Legal Studies -     

Zombie Law: Conjugality,Annulment, and the (Married) Living Dead

This article deploys and extends Ulrich Beck’s critique of ‘zombie categories’ (Beck in J Consum Cult 1 (2):261–277, 2001) to consider how conjugal relationships are brought into being before the law. The argument presented here is that sexual performatives relating to marriage—and especially, in this instance, consummation—continue to produce a kind of social-legal magic, even as the social flesh of their enactment is rotting. Rules concerning annulment relating to wedding ceremonies, consent, disclosure, and consummation demonstrate that certain frameworks of conjugality involve a kind of corporeal magic animating the privileged place of heterosexual marriage. Thus, rules and regulations pertaining to weddings continue to produce and protect heterogendered, sexually dimorphous bodies, even though this privileging is—or at least, is becoming—socially obsolete.     

Imagining (the) Difference: Gender,Ethnicity and Metaphors of Nation

This article critiques the way in which three feminist authors reinscribe traditional liberal values when seeking new ways of thinking about the nation. It suggests that in rejecting affective or embodied metaphors, such as community or kinship, the authors fall into the trap of reinscribing values which have historically excluded women and ethnic or racial minorities from full participation in the polity. The article argues for a rejection of the affect/rationality model which underpins these arguments and suggests that new metaphors for the nation will emerge as those who have been excluded claim a place in the polity.