'A Place for Everybody': Students' Perspectives on Inclusive Behavior in School
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| Title: | 'A Place for Everybody': Students' Perspectives on Inclusive Behavior in School |
|---|---|
| Language: | English |
| Authors: | Siperstein, Gary N. (ORCID |
| Source: | Educational Researcher. Aug-Sep 2022 51(6):387-398. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2022 |
| Sponsoring Agency: | Department of Education (ED) |
| Contract Number: | H380W160001 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education Junior High Schools Middle Schools |
| Descriptors: | Student Attitudes, Student Behavior, Inclusion, Bullying, High School Students, Middle School Students, Peer Relationship, Educational Environment |
| DOI: | 10.3102/0013189X221090509 |
| ISSN: | 0013-189X 1935-102X |
| Abstract: | Understanding students' perspectives on inclusive behavior is important for addressing the bullying, victimization, and exclusion that many middle school and high school students, particularly marginalized students, continue to face at school. This study explored how students give meaning to inclusive behavior at school and the conditions that support inclusive behavior. Using data from 30 focus groups conducted with students, the findings expand on three primary themes: students' broad descriptions of inclusive behavior, their understanding of the qualities and characteristics of an inclusive person, and their beliefs about what makes a school inclusive. Findings from this study can inform organizational practices to facilitate inclusive behavior in schools in a manner consistent with how students themselves view inclusivity. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1350347 |
| Database: | ERIC |
| Abstract: | Understanding students' perspectives on inclusive behavior is important for addressing the bullying, victimization, and exclusion that many middle school and high school students, particularly marginalized students, continue to face at school. This study explored how students give meaning to inclusive behavior at school and the conditions that support inclusive behavior. Using data from 30 focus groups conducted with students, the findings expand on three primary themes: students' broad descriptions of inclusive behavior, their understanding of the qualities and characteristics of an inclusive person, and their beliefs about what makes a school inclusive. Findings from this study can inform organizational practices to facilitate inclusive behavior in schools in a manner consistent with how students themselves view inclusivity. |
|---|---|
| ISSN: | 0013-189X 1935-102X |
| DOI: | 10.3102/0013189X221090509 |
