OTHERWISE ENGAGED A QUANTCRIT EXAMINATION OF STUDENT ENGAGEMENT IN ENGLISH 10 CLASSROOMS IN AN URBAN-SUBURBAN, MAJORITY MINORITIZED HIGH SCHOOL SETTING

Abstract

This study investigates students’ self-reported perceived levels of classroom engagement in English 10 classrooms and what activities within these classrooms cause them to be engaged. Students of differing racial/ethnic, gender and socioeconomic demographics exhibited achievement gaps along demographic lines. There were also differences in achievement observed by students of different levels of academic need/ability. This study was born out of a curiosity about these gaps and whether they would be reflected in perceived levels of engagement. The following questions guided the study: -What differences in student perceptions of affective, behavioral and cognitive engagement exist based on racial/ethnic, gender or socioeconomic status? -What differences in student perceptions of affective, behavioral and cognitive engagement exist across English 10 courses? -What types of instructional activities and/or practices do students identify as engaging in their English 10 course? Achievement gaps were not reflected in perceived levels of engagement. At the research site, the most significant differences in classroom engagement did not occur along demographic lines, but rather between students in different courses designed around the academic need/ability level of students within those courses. Contextual factors such as classroom structure, differentiation and intentional grouping can potentially create a classroom environment that causes students of higher need/lower ability level to engage more effectively than their more academically prepared counterparts. Educators wishing to improve student engagement should assess the levels of engagement throughout the school; look for groups of students who report higher engagement; find out what systems, structures, teaching practices or other phenomena are at work in creating engaging classrooms; and leverage that information to improve engagement throughout their buildings via peer observations, mentoring or other professional development practices.