01965nam a22002897a 4500003000400000005001700004008004100021022001400062040000900076082002400085100002500109130004000134245018000174300001200354336001000366337001600376338001200392440002200404500109700426650002901523650003301552650001401585700002101599700001601620700002201636700001701658OSt20241010140157.0241010b        |||||||| |||| 00| 0 eng d  a0022-0671  cDSSC  aPer/371.1/K634/2016  aKirk, Chris Michael   aThe Journal of Educational Research  aThe power of student empowerment: Measuring classroom predictors and individual indicatorscby Chris Michael Kirk, Rhonda K. Lewis, Kyrah Brown, Brittany Karibo and Elle Park   a589-595  atext   aunmediated   avolume   v109(6)x0022-0671  aDespite spending more money per student than almost all developed nations, the United States lags behind in educational indicators with persistent disparities between privilege and marginalized students. Most approaches have ignored the role of power dynamics in predicting student performance. Building on the existing literature in school climate and empowering settings, this study explored the construct of student empowerment to identify both environmental factors that predict increased empowerment and outcomes associated with empowerment. A survey was administered to 381 students from five urban high schools. Results suggest that intrapersonal student empowerment is predicted by equitable power use by teachers, positive teacher-student relationships and a sense of community in the classroom. Highly empowered students reported better grades, fewer behavioral incidents, increased extracurricular participation and higher educational aspirations than students who were less empowered. Limitations are discussed alongside implications for educational practice and future research.  0aEducation--United States 0aStudent-teacher relationship 0aEducation  aLewis, Rhonda K.  aPark, Elle   aKaribo, Brittany   aBrown, Kyrah