Ethnicity and Student Engagement

By Gary E. Bingham, Lynn Okagaki. 2012

98 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/51437e33567f3d4dd63e875e953c5f0ec36205f5

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. S. Hudson
2. M. Pedler
3. George G Bear
4. H. Lawson
5. Michael A. Lawson
6. Chunyan Yang
7. Tony Yeigh
8. Henry May

Citations in the corpus

• Multilevel Associations Between School-Wide Social–Emotional Learning Approach and Student Engagement Across Elementary, Middle, and High Schools (2018, result): “Studies of race/ethnicity also have yielded mixed findings, with results often dependent on the type of engagement assessed (Bingham & Okagaki, 2012; Johnson et al., 2001; Wang et al., 2011).”
• New Conceptual Frameworks for Student Engagement Research, Policy, and Practice (2013, background): “Students’ experiences of cultural congruence are important for engagement research because studies are increasingly conceptualizing engagement as an important component of students’ positive identity constructions (Bingham & Okagaki, 2012; Crick, 2012; Eccles & Wang, 2012; Oyersman et al., 2011).”
• A Multilevel Examination of Racial Disparities in High School Discipline: Black and White Adolescents’ Perceived Equity, School Belonging, and Adjustment Problems (2017, unknown): “…been linked to a host of detrimental developmental outcomes among youth of color, including increases in problem behavior (Bogart et al., 2013) and anger and depression (Wong, Eccles, & Sameroff, 2003), and declines in student engagement (Bingham & Okagaki, 2012; Dotterer, McHale, & Crouter, 2009).”
• The Teachers’ Role in Student Engagement: A Review (2020, background): “Bingham & Okagaki, 2012; Shernoff et al., 2016; Taylor & Parsons, 2011), such as teachers with an enthusiasm for teaching, who are relaxed, approachable, consistent, encouraging, fair, and supportive of autonomy by respecting students’ views and opinions (CCYP, 2018). In the United States, Wang and ”