"Smile!": Emotion Performance as a Strategy for Belonging in Junior High School

Autor/in	Whiting, Erin Feinauer
Titel	"Smile!": Emotion Performance as a Strategy for Belonging in Junior High School
Quelle	In: Journal of Adolescent Research, 36 (2021) 2, S.183-216 (34 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Whiting, Erin Feinauer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0743-5584
DOI	10.1177/0743558420967115
Schlagwörter	Junior High School Students; Student Attitudes; Student School Relationship; Peer Acceptance; Emotional Response; Nonverbal Communication; Personality Traits; Interpersonal Competence; English (Second Language); Second Language Learning; Family Environment; Language Usage; Religion; Minority Group Students; Gender Differences; Student Characteristics; Ethnicity; Socioeconomic Status; Socialization; Academic Achievement + Suchen Sie Ihr Suchwort? Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Schülerverhalten; Schüler-Lehrer-Beziehung; Emotionales Verhalten; Non-verbal communication; Nonverbale Kommunikation; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Interpersonale Kompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Familienmilieu; Sprachgebrauch; Geschlechterkonflikt; Ethnizität; Socio-economic status; Sozioökonomischer Status; Socialisation; Sozialisation; Schulleistung
Abstract	This mixed-method research explores how students (ages 12-15) describe dispositional qualities for belonging and fitting in one junior high school. Inductive coding of open-ended responses about perceptions of belonging in school shows candor about the emotional performances and management of emotions for belonging at school. Recommendations for being authentic, nice, and friendly emerged as relevant for belonging. Findings suggest that students perform niceness and friendliness to conform to emotion norms while seeking to retain authenticity. Smiling in particular was referenced as a way to perform niceness and friendliness. Chi-square and binomial logistic regression analyses add context to how advice categories were distributed across status groups at the school. Students who speak a language other than English at home, or with minority religious affiliation were more likely to report a need for authenticity. Female as compared with male students were more likely to suggest each of the three dispositions for belonging in the school. The emotional work of students is noteworthy wherein there are potential sanctions for those not considered nice, or nice enough, and this work augments existing research on school belonging to add the often-missing student voices to enhance the corpus of research about belonging in adolescence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01