Kirk, Chris Michael creator Lewis, Rhonda K. Park, Elle Karibo, Brittany Brown, Kyrah text monographic eng

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589-595 by Chris Michael Kirk, Rhonda K. Lewis, Kyrah Brown, Brittany Karibo and Elle Park Despite 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. Education--United States Student-teacher relationship Education Per/371.1/K634/2016 0022-0671 241010 20241010140157.0