1. Janis L. Whitlock Cornell University

2.   Previous research show that human beings develop in multiple social ecologies but school connectedness and the role it plays in a variety of adolescent health and academic outcomes has only recently come under close investication.  This study proposes a definition of school connectedness grounded in commonalities of several development-linked theories and uses a mixed method approach and theoritically based developmental model to examine contextual correlates to school connectedness in the 8th, 10th and 12th grade.  The survey used in the study examined the relationship between school connectedness and four developmental supports. Introduction

3.   The concept of school connectedness possesses chameleon-like characteristics. This idea has assumed multiple forms and names over time.Research shows that these assumptions which bring the concept of school connectedness an link it to developmental support were drawn from developmental ecological models,social capacity theory and youth development theory.These theories emphasize that there is a mutual influencial relationship between individuals and contexts and in connection with this research implicitly or explicitly identify the role that collective identity plays in individual developmental processes and outcomes. School Connectedness

4.   In this study connectedness is refered to as a psychological state of belonging in which individual youth perceive that they and other youth are cared for, trusted and respected by collections of adults that they believe hold the power to make institutional and policy decisions.  Note connectedness is not only viewed as something merely recieved but also reciprocated as well. CONT

5.   Youth development theory best explains the specific conditions under which young people might come to feel connected to a particular socializing domain such as school.  Connectedness occurs in virtually all youth development theories and is almost universally envisioned as a mediator between contextual supports and opportunities and short and long term youth outcomes.  Findings show connectedness is largely dependent on three environmental conditions; high expectations for academic success, perceived support by school and safe school environments. Contextual conditions that promote school connectedness

6.   This study test one hypothesis and explore two research questions useful in constructing theory about youth connectedness to school.  Its hypothesized that perceived developmental support scores in schools would be positively associated with higher levels of perceived school connectedness above and beyond student level demographic characteristics.  First research question ; was designed to better understand how youths in the 8th,10th,and 12th grade described relationship with their school and in particular to determine to what extent the way they talked about this relationship aligned with the assumptions embedded in the theoritical model tested by the survey Study Aim

7.   Second research question was to examine the extend to which youth perceptions of their relationship to school varied by grade.  METHOD  PARTICIPANT A total 350 youths from 8th, 10th, and 12th grade accross the study community received a survey and 108 of these same participants participated in focus groups. They were demographically identical to the survey sample. CONT

8.   110-items surveys was administeres anonymously during class time and required 30 to 40 mins o complete.  For focus group discussions questioning was from general to specific and intergrated key questions into a questioning structure using responses on survey respondent had given to open-ended question.  An lastly six more formal questions were frequently asked if they didnt naturally emerge from the discussion. procedure

9.   Four independent variables were developed fro use in this study ;  meaningful roles -; four items assessed youth perception that their school offered ways for youth their age to be meaningfully involved in the school and in activities that assist them in preparing for the future. Safety-; assessed youth perceptions that school and community environments were safe.Academic engagement, and creative engagement  Depentent variable was school connectedness. Survey measures

10.  School connectedness; 7 items measured-; dyadic youth-adult relationship, the extent to which individual youth respondents felt that they and other youth were respected trusted and cared for by the collective community of adults and the institutions associated with them, lastly the extend to which youths care and trust adults in their schools. Demographic and Contextual Control Variables Single items that measure grade,sex,and ethnicity were considered as dermographic characteristics also single items that measure relationship with parents and peers, extracurricular group participation, and academic status at school were included as other contextual control variables.

11.  Data analysis Survey Date survey data were examined first through comparison of means and correlations accross and between devlopmental support and connectedness variables.Hierarchical regression analysis on school connectedness by dermographic,control, and school developmental support variables was conducted in AMOS. Regression analysis was used to examine grade related diferences in each developmental support and school connectedness variable.

12.  Results

13.  Graded related trends in perceived developmental support and school connectedness Overrall the means were increasingly lower accross grades.survey results showed that younger participants consistently reported greater levels ofdevelopmental support and connectedness than older youths.In cases where there was significant difference older youth are significantly less likely to perceive developmental support than younger peers. Developmental support and school connectedness Results show that grade is inversely related to school connectedness and sex is related such that females are more likely than male participants to feel connected to school. Lastly it also shows that there was no significant interaction effects between any of the developmental supports and control variables.

14.  Focus Group findings

15.   Results from both qualitative and quantative dimensions of this study suggest that connectedness is linked to perceived developmental support in the school context independent of demorgraphic and contextual control variables.  Findings suggest that young peoples likelihood of feeling individually and collectively cared for trusted and respected at school were influenced by a nuanced and varied set of exchanged,experiences, pressures and opportunities at school Discussion

16.  The survey showed support for the hypothesis that feeling developmentally supported through opportunities for meaningful roles, safety and both academic and creative engagement is associated with school connectedness.Focus groups helped to explain these relationships and suggested that institutional policies and practices as well as perceived academic pressure may also contribute to connectedness.Also both survey and focus group revealed differences by grade such that older youth were more likely than their younger peers to perceive lower levels of school connectedness and several perceived developmental support.