The Writing on the Wall: Environmental Meaning, Academic Success and Social Reproduction in Urban Public Schools in New Jersey
Item
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Title
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The Writing on the Wall: Environmental Meaning, Academic Success and Social Reproduction in Urban Public Schools in New Jersey
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Identifier
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d_2009_2013:bb54b2d213dc:11011
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identifier
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11405
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Creator
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Duran-Narucki, Valkiria,
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Contributor
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Susan C. Saegert
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Date
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2011
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Language
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English
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Publisher
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City University of New York.
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Subject
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Educational psychology | Educational sociology | Academic Achievement | Ecological Psychology | Environmental Meaning | Environmental Psychology | School Facilities | Social Reproduction
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Abstract
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This dissertation examines the role of the physical environment of public urban school buildings and the ways in which in contributes to the production of academic outcomes and social reproduction. There is empirical evidence of the relationship between school building quality and measurements of academic achievement. The main goal of this study is to learn how the physical environment of the school affects academic achievement. In addition, this dissertation explores the role of school building condition in the reproduction of social inequalities. A theoretical framework crafted from ecological psychology and Pierre Bourdieu's critique of everyday life was used. Two high schools housed in new buildings and two housed in old buildings in a low income community in New Jersey were studied. The final analysis uncovered five types of school affordances: Functional, social, emotional, communicative, and identity affordances. In addition, the role of habitus in the transmission of social structure at schools was described.
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Type
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dissertation
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Source
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2009_2013.csv
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degree
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Ph.D.
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Program
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Psychology
