School Care: School Care: What Is It and How What Is It and How

Do We Foster It?Do We Foster It?

Dr. Deborah SchusslerDr. Deborah Schussler

Villanova UniversityVillanova University

GoalsGoals

Definitions of careDefinitions of care Study resultsStudy results

– Who?Who?– What?What?– How?How?

Cultural and contextual aspectsCultural and contextual aspects How do we do this?How do we do this?

Why care about care?Why care about care?

““A A caringcaring, competent, , competent, qualified teacher for every qualified teacher for every child is the most important child is the most important ingredient in education ingredient in education reform” (NCTAF, 1996, p. reform” (NCTAF, 1996, p. 10).10).

Why care about care?Why care about care?

CognitionCognition and and affectaffect

are inextricably linked.are inextricably linked.

Learning

Prevent alienation from academics

Student engagement

Academic achievement

Acceptance

Positive student-teacher interactions

Identification with school goals

Care

Osterman, 2000

Bryk & Thum, 1989; McMillan & Reed, 1994; Fredricks, et al., 2004

Catterall, 1998; Voelkl 1997

Bryk, Lee, & Smith, 1990; Shann 1999

Jot down your Jot down your thoughtsthoughts A caring educator is someone A caring educator is someone

who…who… A caring student is someone A caring student is someone

who…who… A caring parent is someone who…A caring parent is someone who… A caring school is a place that…A caring school is a place that…

Patterns?Patterns? Differences in questions? Why?Differences in questions? Why? Where did you get your Where did you get your

definitions?definitions? Do these definitions exist at your Do these definitions exist at your

school?school? What can your school do to “live What can your school do to “live

into” these definitions more?into” these definitions more?

Definitions of CareDefinitions of Care

Mayeroff (1971)Mayeroff (1971) Helping another to grow and Helping another to grow and

“actualize”“actualize” Involves a relationshipInvolves a relationship Understand another from his/her Understand another from his/her

perspectiveperspective Developmental processDevelopmental process May or may not be reciprocatedMay or may not be reciprocated

Definitions of CareDefinitions of Care

Mayeroff (1971)Mayeroff (1971) Ingredients of Ingredients of

caringcaring– KnowingKnowing– Alternating Alternating

rhythmsrhythms– PatiencePatience– HonestyHonesty

TrustTrust

HumilityHumility

Hope & CourageHope & Courage

Definitions of CareDefinitions of Care

Noddings (1984; 1992)Noddings (1984; 1992) Universal need to be receivedUniversal need to be received ““Engrossment and motivational Engrossment and motivational

displacement”displacement” Care must be receivedCare must be received Teacher’s role = 1) foster caring Teacher’s role = 1) foster caring

relationships 2) cultivate relationships 2) cultivate students’ capacity to care students’ capacity to care

A Study of CareA Study of Care

““Middle College” High SchoolMiddle College” High School– 1010thth-12-12thth grade public, alternative grade public, alternative

schoolschool– School of choice; application for School of choice; application for

admissionadmission– 128 students128 students– Campus – community collegeCampus – community college

A Study of CareA Study of Care

““Middle College” High SchoolMiddle College” High SchoolFocus – prevent capable students Focus – prevent capable students

from dropping out of school by from dropping out of school by creating an academically enriched creating an academically enriched environment that fosters students’ environment that fosters students’ social and personal developmentsocial and personal development

A Study of CareA Study of Care

DemographicsDemographics– 5 district high schools5 district high schools– Suburban Suburban – Free/reduced lunch = 1-13%Free/reduced lunch = 1-13%– Average ACT scores = 20.1-23.3Average ACT scores = 20.1-23.3

DataData

Primary Primary – 16 students; 3 rounds in-depth 16 students; 3 rounds in-depth

interviewsinterviews SecondarySecondary

– Teacher interviewsTeacher interviews– Classroom observationsClassroom observations– Extensive field notesExtensive field notes– ArtifactsArtifacts

Approximately 1 yearApproximately 1 year

Student QuotesStudent Quotes

What is What is compelling?compelling?

What is What is disturbing?disturbing?

What is revealing?What is revealing? How would you How would you

categorize these categorize these quotes? (What quotes? (What label?)label?)

Middle College at a Middle College at a GlanceGlance

Core Values

Academics

Caring Freedom

Responsibility Choice

Dissecting Care: Who?Dissecting Care: Who?

Teacher, Student, SchoolTeacher, Student, School

From perspective of students: From perspective of students: Who are the givers and receivers Who are the givers and receivers of care?of care?

Caring Relationshi

ps

Teacher →StudentAcademic, Personal, Social

Student ↔ StudentUnity, Acceptance, Support

School → StudentStudent → School

Student → Teacher

Dissecting Care: Who?Dissecting Care: Who?

Teacher Teacher Student (Academic) Student (Academic)

““They’ll offer to help you even if you don’t They’ll offer to help you even if you don’t want the help sometimes. And it seems like want the help sometimes. And it seems like they suffer if you suffer. If you’re not they suffer if you suffer. If you’re not learning it, and you’re making a bad grade, learning it, and you’re making a bad grade, they’re just as sad about it as you are. And they’re just as sad about it as you are. And they want you to do good. And, personally, they want you to do good. And, personally, they don’t care if you’re a star athlete or if they don’t care if you’re a star athlete or if you’re a great musician or if you have no you’re a great musician or if you have no tone at all, or if you’re just like you don’t tone at all, or if you’re just like you don’t care about school. They’ll try and get you care about school. They’ll try and get you to care. They’ll try and get you learning.” to care. They’ll try and get you learning.” (Peter, 10th grade) (Peter, 10th grade)

Dissecting Care: Who?Dissecting Care: Who?

GradesGrades Genuine learning, future needs Genuine learning, future needs Reach potentialReach potential Care without prejudiceCare without prejudice Want students to care about Want students to care about

themselves themselves

Dissecting Care: Who?Dissecting Care: Who?

Teacher Teacher Student (Social) Student (Social)

““I think another thing you learn in high I think another thing you learn in high school is also relationships. You don’t school is also relationships. You don’t like a teacher, you have to deal with it. like a teacher, you have to deal with it. Because in the real world, you don’t like Because in the real world, you don’t like a boss, you have to deal with it. It’s a boss, you have to deal with it. It’s basically preparing us for adulthood…. basically preparing us for adulthood…. That seems like that’s the main focus That seems like that’s the main focus here.” (James, 11here.” (James, 11thth grade) grade)

Dissecting Care: Who?Dissecting Care: Who?

Teacher Teacher Student (Personal) Student (Personal)

““They’re a set of parents…. They treat you They’re a set of parents…. They treat you like you’re one of theirs.” (Scott, 10like you’re one of theirs.” (Scott, 10thth grade) grade)

““It’s more like a relationship than just It’s more like a relationship than just acquaintances.” (David, 12acquaintances.” (David, 12thth grade) grade)

““I guess I just like knowing my teachers and I guess I just like knowing my teachers and my teachers knowing me.” (Hayden, 12my teachers knowing me.” (Hayden, 12thth grade)grade)

Dissecting Care: Who?Dissecting Care: Who?

Negatives of Teacher Negatives of Teacher Student Care Student Care

““Maybe the whole friend-friend teacher-friend Maybe the whole friend-friend teacher-friend thing, it works to get us to do work,…but there thing, it works to get us to do work,…but there are certain times where you just have to break are certain times where you just have to break that down and say, ‘If I can tell you’re high in that down and say, ‘If I can tell you’re high in my class I will get you kicked out of here.’ Or my class I will get you kicked out of here.’ Or give them a zero. Because I’ve known a give them a zero. Because I’ve known a teacher to actually do that. But there are some teacher to actually do that. But there are some who just don’t seem to care. I don’t know. who just don’t seem to care. I don’t know. Maybe it’s the whole summer thing coming up Maybe it’s the whole summer thing coming up and it’s just like everyone wants to get out of and it’s just like everyone wants to get out of here.” (Trixie, 11th grade) here.” (Trixie, 11th grade)

Dissecting Care: Who?Dissecting Care: Who?

Teacher care negative whenTeacher care negative when– Teacher like friend, not parentTeacher like friend, not parent– Personal care conflicted with Personal care conflicted with

academic care academic care

Dissecting Care: Who?Dissecting Care: Who? Student Student Student Student““Here you don’t have to worry about [bullying]. Here you don’t have to worry about [bullying]. You’ve got your thugs, you’ve got your Goths, and You’ve got your thugs, you’ve got your Goths, and you’ve got every kind of clique here. It really you’ve got every kind of clique here. It really doesn’t matter…. We look at what kind of doesn’t matter…. We look at what kind of personality you have in your being.” (Bob, 11personality you have in your being.” (Bob, 11thth grade)grade)

““[My friend] was really stressed out [in math class]. [My friend] was really stressed out [in math class]. She had like four people that day come up to her She had like four people that day come up to her and be like, ‘Hey, if you need help with your math, I and be like, ‘Hey, if you need help with your math, I can help you.’” (Victoria, 10can help you.’” (Victoria, 10thth grade) grade)

““I just think we’re different. I mean, we’re all I just think we’re different. I mean, we’re all different because we didn’t fit in, so now we’re different because we didn’t fit in, so now we’re here and we thrive on our differences.” (Elizabeth, here and we thrive on our differences.” (Elizabeth, 12th grade) 12th grade)

Dissecting Care: Who?Dissecting Care: Who?

Unity based on “knowing”Unity based on “knowing” Acceptance of differencesAcceptance of differences Supportive – personally, Supportive – personally,

academicallyacademically Common bondsCommon bonds Divergent data highlights Divergent data highlights

importance of belongingimportance of belonging

Dissecting Care: Who?Dissecting Care: Who?

Student Student School School

““Somebody comes in here and they start Somebody comes in here and they start disrupting things, they’re not about our disrupting things, they’re not about our business. I don’t know if that’s a good business. I don’t know if that’s a good way, but if they’re not here to do what way, but if they’re not here to do what they need to be doing, kick them out. they need to be doing, kick them out. That’s what happened the first year is this That’s what happened the first year is this dude came here. He wasn’t doing nothing dude came here. He wasn’t doing nothing but causing a ruckus, you know. We but causing a ruckus, you know. We kicked him out, you know, made sure he kicked him out, you know, made sure he didn’t come back.” (Joe, 12th grade) didn’t come back.” (Joe, 12th grade)

Dissecting Care: Who?Dissecting Care: Who?

Protective of schoolProtective of school Recognition of “core values”Recognition of “core values”

Dissecting Care: What?Dissecting Care: What?

What does care look like?What does care look like?

Caring Relationshi

psTeacher →Student

Academic, Personal, Social

Student ↔ StudentUnity, Acceptance, Support

School → StudentStudent → School

Student → Teacher

Pervasive ElementsOpportunities for Success

FlexibilityRespect for StudentsFamily AtmosphereSense of Belonging

Contentious

Future

Cordial

Present

Dissecting Care: How?Dissecting Care: How?

How does a school foster caring How does a school foster caring relationships?relationships?

Caring Relationshi

psTeacher →StudentAcademic, Personal, Social

Student ↔ StudentUnity, Acceptance, Support

School → StudentStudent → School

Student → Teacher

Pervasive ElementsOpportunities for Success

FlexibilityRespect for StudentsFamily AtmosphereSense of Belonging

Contentious

Future

Cordial

Present

Organizational Factors

School SizeClass Size

Core Values

Dissecting Care: How?Dissecting Care: How?

How does a school foster caring How does a school foster caring relationships?relationships?– Structural AspectsStructural Aspects– IdeologicalIdeological Aspects: Care as Aspects: Care as core core

valuevalue Deeply rooted vs. superficialDeeply rooted vs. superficial Bind people to the group in a Bind people to the group in a

“covenantal way” (Sergiovanni, 1992)“covenantal way” (Sergiovanni, 1992) Form follows functionForm follows function

Dissecting Care: How?Dissecting Care: How?

MCHS ApplicationMCHS Application““Every faculty member makes it a daily Every faculty member makes it a daily priority to establish a nurturing learning priority to establish a nurturing learning environment to foster student self-esteem environment to foster student self-esteem and confidence. The establishments of solid and confidence. The establishments of solid caring relationships between teachers and caring relationships between teachers and students, and peer groups who accept them students, and peer groups who accept them as individuals, create a sense of family which as individuals, create a sense of family which enhances the school environment in the enhances the school environment in the areas of attendance and academic success.”areas of attendance and academic success.”

Study ConclusionsStudy Conclusions

Students want to be cared for and Students want to be cared for and want to demonstrate care.want to demonstrate care.– Care must be perceived by students.Care must be perceived by students.

When care is received, it has When care is received, it has positive outcomes.positive outcomes.– The presence of care creates an The presence of care creates an

environment conducive to learning.environment conducive to learning.

Study ConclusionsStudy Conclusions

Certain conditions facilitate the Certain conditions facilitate the existence of care.existence of care.– 5 elements: opportunities to 5 elements: opportunities to

succeed, flexibility, respect for succeed, flexibility, respect for students, family atmosphere, students, family atmosphere, belongingness.belongingness.

– Care is woven into culture of the Care is woven into culture of the school (ideology); structures created school (ideology); structures created to enable.to enable.

Care in Other School Care in Other School ContextsContexts Beck & Newman (1996)Beck & Newman (1996)

– ““Wilson HS” in south central LAWilson HS” in south central LA– Was predominantly African-American Was predominantly African-American

but growing Latino populationbut growing Latino population– Serves students in 4 housing projects Serves students in 4 housing projects

with notable gang activitywith notable gang activity– Most students qualify for Chapter 1 Most students qualify for Chapter 1

fundingfunding

Care at Wilson HSCare at Wilson HS

Care among and between Care among and between different racesdifferent races– Acknowledged racial/cultural Acknowledged racial/cultural

differences and encouraged differences and encouraged students to talk aboutstudents to talk about

– Students involved in crafting Students involved in crafting solutionssolutions

Care at Wilson HSCare at Wilson HS

Caring among and between Caring among and between people of different SESpeople of different SES– Adults held “agency, not deficiency Adults held “agency, not deficiency

models” for studentsmodels” for students– Faculty interactions with students Faculty interactions with students

highly personal; acknowledged and highly personal; acknowledged and respected students’ hopes and respected students’ hopes and dreamsdreams

Care at Wilson HSCare at Wilson HS

Caring for, with, and about Caring for, with, and about womenwomen– Modeling and encouraging females Modeling and encouraging females

in leadership rolesin leadership roles– Assuming responsibility, providing Assuming responsibility, providing

information and support, and information and support, and respecting students’ decisions (esp, respecting students’ decisions (esp, sexuality and motherhood)sexuality and motherhood)

Common Themes?Common Themes?

Culturally Responsive Culturally Responsive CareCare Gay, 2000Gay, 2000

– Caring is fundamental to CRPCaring is fundamental to CRP– Characteristics: “patience, persistence, Characteristics: “patience, persistence,

facilitation, validation, and empowerment facilitation, validation, and empowerment for all participants”for all participants”

– Beyond “exhibiting feelings of kindness”Beyond “exhibiting feelings of kindness”– Teachers “demand accountability” and hold Teachers “demand accountability” and hold

high expectations for effort and high expectations for effort and achievementachievement

– ““Multidimensional Responsiveness” – Multidimensional Responsiveness” – understanding the other in his/her contextunderstanding the other in his/her context

Translating into Translating into PracticePractice How is care part of your school/ district’s How is care part of your school/ district’s

ideology?ideology? How do faculty How do faculty knowknow the students? the students? What structures exist to facilitate caring What structures exist to facilitate caring

relationshipsrelationships– Between teachers and students?Between teachers and students?– Among students?Among students?

How does your school/district fosterHow does your school/district foster– Opportunities for students to succeed?Opportunities for students to succeed?– Flexibility in how students achieve success?Flexibility in how students achieve success?– Respect for students?Respect for students?– A family atmosphere?A family atmosphere?– A sense of belonging?A sense of belonging?