Academic engagement and emotional well-being of secondary students during the COVID-19 pandemic
Notice bibliographique
Résumé
This study investigates how students experienced school during the COVID-19 pandemic to understand the role of schooling in social reproduction during this time of school closures. Using a mixed methods design, I conducted a secondary analysis of a Toronto District School Board-administered survey of high school students, as well as new interviews and focus groups with Grade 11 students, and interviews with high school teachers. I analyzed the differences in students’ academic engagement and emotional well-being by student race, gender, program type (regular- vs. high-stream), and school socio-economic status. The findings suggest that students in high-stream programs with a stronger sense of community were better able to customize their level of engagement with school than students in regular-stream programs.Surprisingly, White students and students from high-SES schools reported less emotional well-being than racialized students and those from low-SES schools. I posit that, during the pandemic, when school was mostly or completely online, (a) classes were less likely to provide students with a sense of community (unless it was established before the pandemic), and (b) learning tasks were less likely to challenge students’ higher-order thinking skills, as compared to in-person learning. However, the difference between in-person and pandemic-era schooling may have been more pronounced for students attending high-stream programs than those from less privileged backgrounds and attending regular-stream programs. This analysis draws on Bourdieu’s concept of cultural capital, Lareau’s theories with respect to the role of parenting styles in social reproduction, and Oakes’ theories linking high school streaming practices and learning environment quality. Sociologists have theorized that elements of cultural capital and a “sense of entitlement” help White middle-class students excel at school. This study expands on these theories by emphasizing the role that school plays in social reproduction. I suggest that students’ sense of entitlement (or constraint) in schools are partly shaped by their experiences with high- vs. regular-stream programs. This framing highlights the importance of equitable access to high-quality learning opportunities and a sense of community in schools, as these elements can contribute to students’ cultural capital beyond what is developed in the home.
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Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,003 | 0,001 |
| Science ouverte | 0,000 | 0,002 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».