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Perceptions of Respect in Public High Schools


Emily Curtis

Salem College

Running head: PERCEPTIONS OF RESPECT1

Abstract

The purpose of this study is to better understand how students perceive respect at Public High School Y. The students were asked to rate their perception of respect from peers and adults at this school. Students were also asked to share their perspective on the value of respect and how respect influences future education goals.

Participants in this study were 15 high school students in grades 11 and 12. Students were provided with a confidential survey. One 9th grade student completed the survey and was individually interviewed about his particular perceptions of respect at Public High School Y.

Keywords: Respect, perception, high school, survey

PERCEPTIONS OF RESPECT5

PERCEPTIONS OF RESPECT36

Table of Contents

Abstract2

Introduction5

Literature Review5

Respect in Post-Secondary Education6

Respect in Professional Education and Training6

Defining Respect: Behavior or Value7

Respect from Peers in the Classroom9

Methodology10

Data Analysis11

Participants11

Design of the Research12

Data Collection12

Results14

Discussion of Findings15

Implications for Respect and School Counseling17

Respect and the ASCA National Model17

School Counseling and Character Education19

Respect and Individual Counseling20

Respect and Counseling Techniques21

Respect and Confidentiality22

Summary22

References24

Appendix A: Consent Form27

Appendix B: Student Survey29

Appendix C: Survey Results and Responses30

Appendix D: 9th Grade Student Survey Responses34

Appendix E: Interview Transcript35


Introduction

"One of the most sincere forms of respect is actually listening to what another has to say"(BrainyQuote.com, n.d.). This study sought to ask students about their perceptions of respect at Public High School Y. And to truly listen to what they have to say. "There is a growing awareness that social and emotional factors play an important role in the academic success of students" (Sosa, Barrientos, Garca Castro, & Hernndez Garca, 2010, p. 28). Understanding how students perceive respect in school is central to working toward greater academic achievement and success.

The purpose of this study is to ask students about their perceptions and experiences with respect. These perceptions and experiences were shared by the students through a confidential survey. The results of the study, and this survey, will be used to hear the students and evaluate their honest perceptions of respect in their high school. Along with the perceptions of respect in the present, the goal of this study is to consider how respect, or a lack thereof, impacts the academic goals of the students surveyed. Survey results showed whether students believe that respect is linked to their academic goals and their motivation to pursue further education beyond high school.

An individual student in 9th grade at Public High School Y shared his own experiences and perceptions of respect. He shared specific examples of respect, and lack of respect, by teachers and students. He also shared his beliefs on how this lack of respect could begin to be resolved and the impact of respect on his individual education and career goals.

Literature Review

Research into the topic of respect in education and its impact on higher education goals led to limited studies on this specific topic. However, many resources and articles support the value of positive relationships and interactions between students and peer and between students and teachers. Also, the importance of social and emotional education is supported by research, articles and studies.

Respect in Post-Secondary Education

"All kinds of human feelings can play a significant role in learning and achievement, including self-emotions and those which are related to tasks, as well as the social and even discrete emotions such as chagrin, which can be important" (Sosa et al., 2010, p. 28). Research into post-secondary academic success in universities in Mexico demonstrated the importance of emotions, including respect, in academic performance and school dropout. The study by Sosa et al. (2010) surveyed college students in Mexico to discover the factors that led to academic success or school dropout (Sosa et al., 2010). The survey looked at many factors that can lead to academic success or reasons for leaving formal education including economic difficulties, scheduling conflicts, and changing family dynamics. However, the study also supports the idea that when students perceive a lack of respect there is a negative impact on their academic experience. "Mistrust and lack of respect also provoke emotional problems that prevent concentration on their studies" (Sosa et al., 2010, p. 31). When students sense that there is a lack of respect within their educational experience, their levels of success are more likely to drop (Sosa et al., 2010).

Respect in Professional Education and Training

The concept of the importance of modeling respect in education and professional training is addressed in the article by Dr. Carla L. Spagnoletti and Dr. Robert M. Arnold (Spagnoletti & Arnold, 2007). This article addresses educating medical professional trainees, however the goal is teaching students to respect future patients by demonstrating respect during instruction. The article approaches the subject of modeled behavior asking and answering: "How can we teach respect? First, we can role model respect in our behavior toward the students" (Spagnoletti & Arnold, 2007, p. 707). However, this article looks into the deeper question of how to define respect, particularly because respect is more of an attitude than a behavior (Spagnoletti & Arnold, 2007). "Because attitudes are more difficult to teach and measure than are behaviors, we propose that a better way to approach teaching respect is to focus first on the development of behaviors or skills" (Spagnoletti & Arnold, 2007, p. 708). The article points out that it is difficult to ask the trainees to demonstrate respect to patients when the teachers do not demonstrate respect to the trainees (Spagnoletti & Arnold, 2007). The article concludes by reiterating the "important role respect has in professionalism" (Spagnoletti & Arnold, 2007, p. 708).

Defining Respect: Behavior or Value

Respect is difficult to define because "it can mean different things to different people depending on whether it is being used as a verb or as a noun, on the person's cultural background, and the context in which it is being discussed" (Spagnoletti & Arnold, 2007, p. 707). Merriam-Webster dictionary identifies respect as a noun. There are four options for the simple definition (http://www.merriam-webster.com/dictionary/respect). Merriam-Webster dictionary defines respect as "a feeling of admiring someone or something that is good, valuable, important, etc.; a feeling or understanding that someone or something is important, serious, etc.; a feeling or understanding that someone or something is important, serious, ect., and should be treated in an appropriate way; a particular way of thinking about or looking at something" (http://www.merriam-webster.com/dictionary/respect). Since respect is based on the importance or value of a person or thing, it is difficult to measure. Individuals may place different value on people or things as compared with another individual. Cohen, Cardillo, and Pickeral state that "for some, the notion of respect implies a courteous, decorous, civil, or deferential attitude" (Cohen, Cardillo, & Pickeral, 2011, p. 1).

The article The Great "Respect" Deception by Dr. Richard Curwin (Curwin, 2013) addresses the difficulty of defining respect in schools. Dr. Curwin's article considers the difficulty of establishing respect as a rule of behavior when respect is a value. "These [above mentioned rules] all sound like positive, valuable things that are worth teaching students, but because they are not behaviors, they cannot be enforced" (Curwin, 2013, p. 1).

The notion that respect, as a value, can only be defined in context by the individual is a central theme in the article that explores relationships between white teachers and black students (Douglas, Lewis, Douglas, Scott, & Garrison-Wade, 2008). The article looks at how "teachers view Black students from a deficit perspective" based on their race (Douglas et al., 2008, p. 48). This lowered expectation for the Black students is a lack of respect, from teachers, leading to the students' perception of diminished respect. "For several students, there were times when they felt they were not respected because of the color of their skin" (Douglas et al., 2008, p. 53). This lack of respect does have an impact on education and academic success. "It is probably the absence of respect for all sorts and conditions of children that limits our contemporary efforts to improve and enhance public education" (Douglas et al., 2008, p. 54). The article goes on to explore how students perceive not only teachers in their school, but also administrators, emphasizing the global nature of respect in schools (Douglas et al., 2008). "The Black students interviewed in this study felt as if the administrators did not try to establish a relationship with them and were constantly at odds with the student population" (Douglas et al., 2008, p. 55). A concluding thought on the contextual nature of respect is summed up by the following: "The current focus should be a concern of the personal frames of reference that the teacher brings to the classroom, as well as the student's personal frame of reference" (Douglas et al., 2008, p. 57).

Respect from Peers in the Classroom

Finally, respect to students from other students, based on the modeled values and behaviors of teachers is addressed by Jo Boaler (Boaler, 2006). The basis of the research in this article is a revolutionary way of providing mathematics instruction and how it changed the demonstration of respect among students and teachers. "As part of this approach teachers encouraged multi-dimensional classrooms, valued the perspectives of different students, and encouraged students to be responsible for each other. Students learned to appreciate the contributions of students from different cultural groups, genders and attainment levels, a behavior I have termed relational equity" (Boaler, 2006, p. 1). This new theory of teaching mathematics placed value on each student as an individual, but also on each student as part of the whole (Boaler, 2006). When the students felt valued, they felt respected, in turn valuing and respecting themselves and each other.

The research supports the value of respect as part of the education process, though it is part of the non-cognitive learning process by its difficulty to define and measure. "Existing research suggests that the positive emotional experiences play an important role in the academic performance and can have a considerable impact on the cognitive, behavior, and ultimate success of students in the academic area" (Sosa et al., 2010, p. 28). When students do not experience respect at school, either from other students or the adults there, academic performance can be disrupted. "A lack of respect can be downright detrimental, completely undermining the mission of teaching and learning" ("Value of promoting respect," 2015, p. 1). It is important to work with students to define respect and establish behaviors and attitudes that will demonstrate respect. "Creating procedures to appropriately and sincerely include students in shaping the tenor of their class time is a fundamental component of engendering respectful and democratically informed classrooms" (Cohen, Cardillo, & Pickeral, 2011, p. 2). By allowing students the opportunity to take ownership in their education they perceive respect and demonstrate academic success and growth (Boaler, 2006).

Methodology

The purpose of this study is to identify students' perceptions of respect in Public High School Y. A confidential survey and an individual interview were used to gain insight into this topic. Students from one advanced level Spanish class were asked to participate in the survey for this study. Fifteen students from the class elected to participate. The students enrolled in this class are juniors and seniors. The surveys that students completed were confidential with no identifying information provided or requested.

Before students completed the survey and interview, the principal investigator provided a brief description of the purpose of this study. The principal investigator explained that this study was part of a graduate studies program and would only be used for the purpose of research within this educational course of study. The principal investigator also emphasized that participation in this study was completely voluntary and confidential. After this brief introduction to the study, students were provided with a copy of the consent form. This consent form is provided in Appendix A.

Once a student returned the signed copy of the consent form, the classroom teacher for the Spanish class provided the students with a copy of the survey and a blank envelope. The survey is provided in Appendix B. Students were instructed to return the confidential survey in the sealed blank envelope. By returning the survey to the classroom teacher, in the sealed blank envelope, and no request for any identifying information, students were guaranteed that their responses would remain confidential. The principal investigator collected the envelopes, containing the confidential surveys. The surveys were collected all at once, along with the consent forms. Survey results can be found in Appendix C.

An individual interview was conducted with a 9th grade male. He was provided with the same brief explanation of the research and given consent forms to participate in the research and to have his interview recorded. Upon receipt of the consent forms, the student completed the survey and responded to the interview questions while being recorded by audio only. The student's survey responses can be found in Appendix D. The transcript of the audio recording of his individual interview can be found in Appendix E.

Data Analysis

Participants

The participants of this study were 15 students from an advanced level high school Spanish class. Of the students that participated, nine of them were juniors and six of them were seniors. The students in the class were mostly white. Four of the students are of other races including one student of Indian descent, two students of Hispanic descent, and one student who is biracial. Three of the students are male, the other 12 are female.

Students and parents signed a consent form and returned it to school. Students were able to maintain confidentiality in their survey responses due to turning in the consent form separately from the survey. Also, the survey did not ask for any identifying information and was returned in a blank, sealed envelope.

Design of the Research

The design of this research is nonexperimental descriptive (Boudah, 2011). The basis for the research as nonexperimental descriptive is that the "methods of data collection and analysis rely on responses of participants to specific questions of interest" (Boudah, 2011, p. 127). The data that was collected by the principal researcher are the answers to the survey questions specifically about the student's perception of respect at Public High School Y.

Data Collection

The survey contained seven areas for response. As previously stated, the survey can be found in Appendix B. The survey contained seven total questions.

The first five questions asked students to rate on a Likert Scale. "In a Likert scale, participants respond to statement with varying degrees of agreement or disagreement" (Boudah, 2011, p. 164). Each question had five possible responses on the scale. The possible responses were: 1-Never, 2-Seldom, 3-Sometimes, 4-Usually, 5-Always. These five questions asked students to rate their own experience or perception of different areas of respect at Public High School Y.

The sixth question asked students to put a check mark beside each of the groups of people at Public High School Y from whom they had experienced disrespect. The groups included teachers, other students, administrators, support staff (counselors, media coordinator, custodians, etc.) and other. The final question on the survey asked students to provide an open-ended statement about what they believe could improve the perception of respect at Public High School Y.

The principal investigator entered the survey responses into individual Google Forms in order to compile and analyze the data from the results. The Google Form created a spreadsheet of the results and also an analysis report. The analysis report of the results is located in Appendix C.

Based on the results of the survey, students at Public High School Y believe that everyone should be treated respectfully, but they do not perceive respect to be consistent at their school. The results of the survey also showed that the response "usually" was highest for how often students observe disrespect at their school. "Usually" was also the highest response for how often students observe disrespect among their peers. "Always" was the most common response in regard to the students' perception of disrespect having a negative impact on perceptions of education. The survey results showed that the students most often experience disrespect from their peers, followed by their teachers.

Students were able to provide suggestions and input on what could improve the culture and atmosphere of respect at Public High School Y. Multiple students focused on the idea of equality as being very important to demonstrating respect. The students that responded about teachers showing respect felt that if the teachers showed the students more respect that would lead to the students showing greater respect to the teachers. Consideration to rules, policies, and consequences was also mentioned in the student responses. A complete list of the student responses to the last question on the student survey can be found in Appendix C.

The individual student that participated in the study is a 9th grade, white male. The results of his survey responses are very similar to those of the other students that completed the survey. He, too, believes that all students should be treated equally and with respect. However, his response was in agreement with the other students in that students are treated fairly and equally only sometimes, based on the survey response options. Also, his responses matched the other students on the questions about observing disrespect at school and if respect has a negative impact on education. His response to the final question also corresponded to the responses of many other students in that people should treat others the way they want to be treated (Student & S. E. Curtis, personal communication, April 6, 2016).

The young man had the opportunity to elaborate on his perceptions of respect, and disrespect through his own experiences at Public High School Y. A transcript of the interview, including the questions and his responses, can be found in Appendix E. The young man felt that he had been treated differently from other students and shown disrespect by both teachers and his peers. He felt that the experiences of disrespect from his teachers and peers impacted his view on education and that he did not look forward to attending Public High School Y. However, this student felt that his experiences at Public High School Y would not hold him back from achieving future education goals and pursuing a career as a professional firefighter.

Results

Based on the responses of all of the students, including the individual student interview, respect does have an impact on the educational experience. Students most commonly perceive disrespect from their peers, but also from the adults at school including teachers, administrators, and support staff. Most of the students that participated in the survey believed that if people were more aware of their interactions with each other and worked to treat each other as they would hope to be treated, there would be a stronger culture and atmosphere of respect at Public High School Y.

The literature available on this topic also supports the findings of the survey. "Clearly, students experience strong feelings about respect in the classroom" (Douglas et al., 2008, p. 54). The study on academic performance in Mexico demonstrates that respect is a factor in academic achievement. "Existing research suggests that positive emotional experiences play an important role in the academic performance of students" (Sosa et al., 2010, p. 28).

Discussion of Findings

This study sought to better understand how students perceive respect at school and if respect has any impact on their views of education. The survey completed by the students demonstrated that high school students are very aware of respect and disrespect in school. Based on the results of the survey, these high school students experience a lack of respect from classmates and teachers on a regular basis. Also, the survey results showed that these students feel that a lack of respect has a negative impact on perceptions of education.

The findings of the survey completed by 15 students are corroborated by the interview with the individual 9th grade student. His responses to the survey closely matched the responses of the 15 students in 11th and 12th grades. His responses to the interview questions also showed that he felt his perspectives on education were greatly influenced by the respect he did, or did not, receive at school from peers and teachers. The student stated that he "dreads coming to school", but that his experiences with respect in high school will not stop him from pursuing his higher education and career goals (Student & S. E. Curtis, personal communication, April 6, 2016).

For the first question of the survey, students were asked if they believe that the students at Public High School Y are treated fairly and equally. Of the 15 respondents, 0% of students said that everyone is treated equally and fairly "always". The choice "seldom" got the greatest response with 53.3% of those surveyed. 20% of the respondents believe that students at this high school are treated equally and fairly "sometimes". Both "never" and "usually" had a response rate of 13.3%.

Question two of the survey asked students if they believe that all students should be treated equally and with respect. The choice "always" received the highest rate of response with 93.3% of students answering in that way. One student responded "usually", giving that answer choice a response rate of 6.7%. All other response options were at 0%.

The third question asked students to respond to the frequency in which they observe disrespect among their peers at Public High School Y. The answer choice "never" received 0 responses. "Usually" was the highest response with 33.3%. "Always" and "sometimes" shared a response rate of 26.7%. "Seldom" had a response rate of 13.3%.

Question four asked students to respond about their beliefs in regard to disrespect and the negative impact on their perceptions of education. Student responses showed a spike of 46.7% for the answer choice of "always". Four students, at 26.7%, believe that disrespect "usually" leads to a negative perception of education, while 20% of students believe that disrespect "sometimes" has a negative impact on perceptions of education. One student, at 6.7% believes that disrespect "seldom" has a negative impact, and no students responded that disrespect would "never" have a negative impact on student perceptions of education.

The sixth question asked students to identify the sources of disrespect at their school. Students were given the choices of teachers, other students, administrators, support staff, and other. They could select as many of the choices as they wanted. Other students had the highest response rate of 86.7%, followed by teachers at 66.7%. The choice administrators had a 40% response rate. Support staff and other had the same response rate of 26.7%.

The final question of the survey asked students to share what one thing do they believe could be done to improve the culture and atmosphere of our school in regard to respect. All of the students, 100%, shared some suggestion for improving the culture and atmosphere of respect at Public High School Y. These responses can be found in Appendix C.

The literature reviewed for this study and the research conducted both support the importance that students place on respect in school. When students do not feel respected at school, they develop a negative perception of education. This negative perception of education can impact academic success and the pursuit of higher education.

Implications for Respect and School Counseling

Respect and the ASCA National Model

The American School Counselor Association (ASCA) National Model themes include leadership, advocacy, collaboration, and systemic change (ASCA, 2012). As school counselors, it is imperative that respect be modeled first through the position and be demonstrated through leadership and systemic change. School counselors must be advocates for respect and collaborate with all stakeholders to establish and grow a culture of respect in schools.

One of the specific goals of leadership, through the ASCA National Model, is that a school counselor "supports academic achievement and student development" through leadership (ASCA, 2012, p. 1). The literature and research for this study support respect as a contributing factor to academic success. School counselors need to take a leadership role in promoting respect in schools. This can be done by modeling respect to students and teachers. School counselors can also teach respect through classroom guidance lessons, small group counseling, and individual counseling.

Advocacy is another area in which school counselors can support and grow an atmosphere of respect which can enhance student academic performance. "Advocating for the academic achievement of every student is a key role of school counselors" (ASCA, 2012, p. 4). Advocacy can include working directly with students or on behalf of students (ASCA, 2012, p. 5). When advocating with students, school counselors can work to encourage respect through direct contact. When advocating on behalf of students, school counselors may be working to encourage respect for students among teachers, administrators, parents, or community agencies.

Collaboration is the effort for two people, or more, to work together toward a common goal. School counselors work in collaboration with students, teachers, administrators, parents, and community agencies to promote academic success and overall student well-being (ASCA, 2012). As demonstrated through the results of the student survey, respect has an influence on academic performance. School counselors must work in collaboration with all stakeholders to ensure that the school is a respectful place that empowers students to learn and succeed.

Finally, school counselors should be agents of systemic change. "With the expectation to serve the needs of every student, school counselors are uniquely positioned to identify systemic barriers to student achievement" (ASCA, 2012, p. 8). Based on the results of the student survey, a lack of respect came to the forefront as a systemic barrier for many students. One part of systemic change is to develop awareness (ASCA, 2012). This study has created an awareness that disrespect is an issue at Public High School Y. This awareness of a problem is the first step in the process of future systemic change.

School Counseling and Character Education

An important aspect of school counseling is classroom guidance lessons. Through classroom guidance lessons school counselors can provide "structured lessons designed to help students attain the desired competencies and to provide all students with the knowledge, attitudes, and skills appropriate for their developmental level" ("ASCA: Comprehensive school counseling programs," 2012, p. 11). Character education is one theme common to school guidance counseling classroom lessons, which is part of a comprehensive school counseling program. Character education in classroom guidance is part of the school counseling core curriculum and is used to teach and model behaviors ("ASCA: Character Education," 2011, p. 5).

Character education began in 2001 in North Carolina under the Student Citizen Act of 2001, "which requires every local board of education to develop and implement character education instruction with input from the local community" (http://www.dpi.state.nc.us/charactereducation/). The tenets of North Carolina character education include high expectations, perseverance, self-discipline, vision, curriculum, climate and community, respect, caring, responsibility, kindness, and good judgment (http://www.dpi.state.nc.us/charactereducation/). Classroom guidance lessons are one component to teaching and modeling character education for students.

Respect and Individual Counseling

Individual counseling is an excellent opportunity for school counselors to model and teach respect to students. Many theories, techniques, and practices of individual counseling lend to an atmosphere of respect. It is important for counselors to model respect for their clients through their own behaviors and attitudes. Some of these behaviors and attitudes include "the capacity to respect oneself; the capacity to view oneself as having worth and potential; and the capacity to model and communicate this positive self image to clients" (Capuzzi & Gross, 2011, p. 8).

Respect can also be demonstrated through behaviors and attitudes directed toward the client. Active listening and attending behaviors demonstrate respect for what the client has to say. Another way to demonstrate respect for the client is by "not offering to intervene" (Capuzzi & Gross, 2011, p. 7), By not stepping in on behalf of the client, the counselor demonstrates respect for the client's own abilities to help him or herself (Capuzzi & Gross, 2011).

There are many counseling theories that encourage respectful counselor/client relationships and that place importance on respecting the client as the expert. Person-centered counseling has a strong focus on the helping relationship and respect for the client as the expert of his or her own life and experiences (Capuzzi & Gross, 2011). Central to person-centered counseling is confidence in the client (Capuzzi & Gross, 2011). Confidence cannot be demonstrated without also respecting the client's own abilities to make decisions and fulfill his or her own full potential.

Respect for the client's own choices and abilities to make decisions is also fundamental to Choice Theory and Reality Therapy (Capuzzi & Gross, 2011). The counseling relationship must be strong in order to foster this sense of respect for the client in Choice Theory and Reality Therapy. One of the goals of the helping relationship in this technique is the development of "relationships based on mutual respect" and is "most effective when a genuine relationship is established" (Capuzzi & Gross, 2011, p. 268).

Active listening and attending skills are important counseling techniques in creating the mutually respectful helping relationship. Choice theory uses the acronym AB-CDEFG, "Always be - courteous, determined, enthusiastic, firm, and genuine" to describe the nature of appropriate attending skills, used to build a strong counseling relationship (Capuzzi & Gross, 2011, p. 271). Another important attending skill in this theory is to "suspend judgment" (Banks, 2009, p. 9). Refraining from judgment is an innate demonstration of respect for the perspective or choices of the client.

Respect and Counseling Theories

Counselors can demonstrate respect to clients by employing different counseling theories, as demonstrated through the discussion of person-centered counseling and reality therapy. However, there are many techniques and practices, used throughout counseling, that can be helpful in demonstrating respect to clients. Respect includes acceptance, affirmation, and "unconditional positive regard" (Chang, Scott, & Decker, 2013, p. 97). "Respect involves acceptance and is expressed by affirming and appreciating clients without condoning" (Chang et al., 2013, p. 97). Respect can be shown to clients by accepting their views and appreciating what they have to say. "Practitioners can affirm clients' perceptions in several ways" (De Jong & Berg, 2013, p. 41). Counselors can affirm clients through verbal and nonverbal communication including statements like yes, sure, of course, or by nodding the head (De Jong & Berg, 2013). This does not mean that the counselor must be in full agreement with the client, however the counselor must not stand in judgment of the client. "The commitment to respecting human dignity also demands that practitioners remain nonjudgmental" (De Jong & Berg, 2013, p. 257).

Respect and Confidentiality

Confidentiality is a central practice to counseling and is crucial to the development and management of the helping relationship. "Confidentiality requires that the practitioner hold in confidence the private information conveyed in the course of professional services" (De Jong & Berg, 2013, p. 261). Though confidentiality is an understood and expected facet of counseling, there is a great deal of respect to be gained through the practice of maintaining confidentiality. "When practitioners meet this expectation, clients are more likely to trust them, feel respected, and work productively with them" (De Jong & Berg, 2013, p. 261).

Summary

Respect carries many connotations. Respect is courteous behavior. Respect is showing deference for a person, thing, or idea. Respect is a noun. To show respect or be respectful is an action. One cannot simply say they will be respectful, they must demonstrate respect in order for it to be real.

Due to the fact that respect is much more than just a word, it is difficult to measure. How does research remain objective when respect is almost completely subjective? How do you measure and evaluate a value and a behavior? These are the challenges met by this research study.

In an effort to understand how students perceive respect 15 high school students were asked to complete a survey. The survey provided insight into the students' perceptions of respect in Public High School Y. The students perception is that respect is present at their school, but not consistent. Students were also asked to share how they believe respect and disrespect impact perceptions of education and the effect on future education goals. The students believe that disrespect can lead to negative perceptions of education. However, the individual student that was interviewed has no intention of letting the negative experiences of disrespect change his future plans (Student & S.E. Curtis, personal communication, April 6, 2016).

The research shows that perceptions of respect and positive connections among teachers and students can improve academic performance. As school counselors, it is important that we maintain a focus on promoting respect in our schools. We must employ the themes of the ASCA National Model (2012) to support our efforts toward respect. We must act as leaders, advocates, collaborators, and agents of systemic change to bring about a school culture of respect.

Individual counseling sessions are another area of practice when school counselors can model respect for students. Using appropriate counseling techniques, theories, and practices can assist in this effort. Maintaining confidentiality is another important way to demonstrate respect to our students.

The goal of school counselors should be to have a positive impact on students in academic achievement, career planning, and personal/social development (ASCA, 2012). Students must perceive respect from all stakeholders in order to reach success in these domains. School counselors can practice and demonstrate respect for students in individual counseling and classroom guidance lessons. School counselors can also model respect for students while collaborating with teachers, administrators, parents, and community members. Respect must be global within schools in order to reach our students and positively influence academic success.

References

ASCA National Model: A Framework for School Counseling Programs (3rd ed.). (2012). Alexandria, VA: American School Counselor Association.

American school counselor association: The school counselor and character education. (2011). Retrieved from https://www.schoolcounselor.org/asca/media/asca/PositionStatements/PS_CharacterEducation.pdf

American school counselor association: The school counselor and comprehensive school counseling programs. (2012). Retrieved from https://www.schoolcounselor.org/asca/media/asca/PositionStatements/PS_ComprehensivePrograms.pdf

Boaler, J. (2006, Winter). Opening our ideas: How a detracked mathematics approach promoted respect, responsibility, and high achievement. Theory into Practice, 45(1). Retrieved from http://www.youcubed.org/wp-content/uploads/TIP2006.pdf

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Capuzzi, D., & Gross, D. R. (2011). Counseling and psychotherapy: Theories and interventions (5th ed.). Alexandria, VA: American Counseling Association.

Chang, V., Scott, S., & Decker, C. (2013). Developing helping skills: A step-by-step approach to competency (2nd ed.). Belmont, CA: Brooks/Cole: Cengage Learning.

Cohen, J., Cardillo, R., & Pickeral, T. (2011, September). Creating a climate of respect. Promoting Respectful Schools, 69(1). Retrieved from http://www.ascd.org/publications/educational-leadership/sept11/vol69/num01/Creating-a-Climate-of-Respect.aspx

Curwin, R. (2013). The great respect deception. Retrieved from www.edutopia.org/blog/the-great-respect-deception-richard-curwin

De Jong, P., & Berg, I. K. (2013). Interviewing for solutions (4th ed.). Belmont, CA: Brooks/Cole: Cengage Learning.

Douglas, B., Lewis, C. W., Douglas, A., Scott, M. E., & Garrison-Wade, D. (2008). The impact of white teachers on the academic achievement of black students: An exploratory qualitative analysis. Educational Foundations, Winter-Spring, 47-62. Retrieved from http://files.eric.ed.gov/fulltext/EJ839497.pdf

Leape, L. L., Shore, M. F., Dienstag, J. L., Mayer, R. J., Edgman-Levitan, S., Meyer, G. S., & Healy, G. B. (2012, July). Perspective: A culture of respect, Part 2: Creating a culture of respect. Academic Medicine, 87(7), 853-858. Retrieved from http://www.tractionproject.org/sites/default/files/A%20Culture%20of%20Respect,%20Part%202%20Creating%20a%20Culture%20of%20Respect.pdf

Merriam-Webster Dictionary website. "Respect". http://www.merriam-webster.com/dictionary/respect

Sosa, E. R., Barrientos, L. G., Garca Castro, P. E., & Hernndez Garca, J. (2010, July). Academic performance, school desertion, and emotional paradigm in university students []. Contemporary Issues in Education Research, 3(7), 25-36. Retrieved from http://files.eric.ed.gov/fulltext/EJ1072662.pdf

Spagnoletti, C. L., & Arnold, R. M. (2007, March 20). R-E-S-P-E-C-T: Even more difficult to teach than to define. Journal of General Internal Medicine, 22, 707-709. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1852924/pdf/11606_2007_Article_164.pdf

Student & S.E. Curtis, personal communication, April 6, 2016.

The value of promoting respect in schools: A policy to promot resepct in schools. (2015). Retrieved from http://teaching.about.com/od/SchoolPolicy/a/Respect-In-Schools.htm

Appendix A: Consent Form

IRB Informed Consent

Invitation to Participate in Research

S. Emily Curtis, a graduate student of School Counseling, at Salem College is conducting research, for the purpose of an action research thesis.

You are being asked to participate in a study researching respect in high schools. Please read this form carefully and ask any questions you may have before deciding whether to participate in the study.

This study will take place at Starmount High School. The researcher requests your consent to be one of approximately 20 high school students, who will be asked questions about experiences of respect and disrespect in school. If you agree, you will be provided with a copy of the survey and a plain, white envelope for returning the survey. Surveys will be available through Ms. Emily Taylor, and can be returned to her, sealed in the provided envelope. The survey will take approximately 10 minutes to complete.

There are no foreseeable risks involved in participating in this study beyond those encountered in day-to-day life. Your participation in this study is entirely voluntary. You may refuse to take part in the research or withdraw at any time. You are free to decline to answer any question you do not wish to answer without providing an explanation. You will receive no direct benefits from participating in this research study. There is no cost to participate and you will not receive any compensation for your participation.

All participants identities will remain confidential, known only to the researcher. Surveys will be collected in sealed, blank, white envelopes. Survey results will not contain any identifying information. All research notes will remain in the possession of the researcher and stored in a locked office accessible only by the researchers supervising faculty member. No names or identifying information will be included in any publications or presentations based on your response. Data will be shredded and destroyed at the end of the research analysis, before December 31, 2015.

If you have any questions, concerns, or complaints that you wish to address to someone other than the investigator, you may contact Dr. John Gerstmyer at 336-721-2660 or email the Salem College Institutional Review Board: [email protected].

Your signature below indicates that you are 18 years of age, or older, you have read and understand the information provided above, and freely consent to participate in this research study.

Participant SignatureDate

For participants under the age of 18 years:

Your signature below indicated that you are the parent or guardian of the research participant and you have read and understand the information provided above, and freely consent for the minor participant to participate in this research study

______________________________________________________________________________

Parent/Guardian SignatureDate

Researcher SignatureDate

Appendix B: Student Survey

Dear Students,

It is important to provide a fair and equal learning environment for all students. Please assist in better understanding the culture and atmosphere of your school by completing this questionnaire. Circle the number from 1 to 5 that best represents your perception or experience at this school.

1. I believe all students, at this school, are treated fairly and equally.

1-Never2-Seldom3-Sometimes4-Usually5-Always

2. I believe that all students should be treated equally and with respect.


3. I have observed disrespect at this school.


4. I have witnessed other students experience disrespect from other students.


5. I believe that disrespect in schools can lead to negative perceptions of education.

1-Never2-Seldo3-Sometimes4-Usually5-Always

I have perceived, or experienced, disrespect at this school from:

_______ Teachers

_______ Other students

_______ Administrators

_______ Support staff (counselors, media coordinator, custodians, cafeteria staff, bus drivers)

_______ Other

What one thing could be done to improve the culture and atmosphere of our school in regard to respect?

Appendix C: Survey Results and Responses






6. I have perceived, or experienced, disrespect at this school from:

7. What one thing could be done to improve the culture and atmosphere of our school in regard to respect?

I think that our school should have uniforms, so everyone could stop judging others by the way they dress. I believe that a lot of people get judged by the way they dress, and if they don't dress "nice" they get disrespected. Teachers should tell students to not do that and give speeches about it.

We could try to eliminate rules that only focus on one group of people, causing them to feel "attacked" in a way because of who they are.

To get everyone knows the consequences of disrespecting people and ask why people disrespect them. Also, the people that do disrespect should have to sit down and talk to a counselor to hopefully help their attitude.

You can't fix the way people treat other people. Selfish people will be selfish and that's their true colors. Many also do it to feel better about themselves. I, personally, treat everyone fair and with respect until you give me a good reason not to. If I see someone sitting alone or are being bullied for no reason, I invite them to stay with me and try to make them feel accepted. That's what humans want. To be accepted in society. I know what it's like to be an outcast or disrespected, and no one should ever feel that way.

No bullying, assigned seats on the bus, equal punishments.

Recognize people for more than just sports.

Hire teachers who are here to actually teach us/care than to hire the ones who they're only here for a paycheck.

Treat people the way you want to be treated. Respect and be nice to one another.

Not caring what their last name is or who they're related to, just treating everyone the same.

I think that everyone should be treated fairly by everyone. This also includes the staff.

As students, we may have hard circumstances that the staff may not be aware of and should be treated with respect.

Treat people equally everyone. Teachers should and students should make respect a more important part in the school's atmosphere.

There isn't many things anyone can do about how/when students disrespect others. I do myself feel that it is a big issue but seeing that it happens all the time and goes unpunished or unjustified there is nothing anyone can do about the unseen disrespect. If no one sees it then nothing can be done. I think our school should have a survey for everyone (must fill it out) that has ever been disrespected then have them answer a series of questions maybe like "who in the past month has disrespected you?" or "how many people have you been disrespected by in the past month?". Surveys like this would be settles in guidance.

Having games in the courtyard to help students interact with one another.

The adults should show the students equal respect and I think that by doing that the students (mostly) will show respect back.

Appendix D: 9th Grade Student Survey Responses

One 9th grade male student responded to the survey questions. These are his responses.










1-Never2-Seldo3-Sometimes4-Usually5-Always

I have perceived, or experienced, disrespect at this school from:

__X__ Teachers

_X__ Other students

_______ Administrators

_______ Support staff (counselors, media coordinator, custodians, cafeteria staff, bus drivers)

_______ Other

What one thing could be done to improve the culture and atmosphere of our school in regard to respect?

"Treat each other like you want to be treated. Understand where the kids is coming from, from where their home life is and try to work on that" (Student & S. E. Curtis, personal communication, April 6, 2016).

Appendix E: Interview Transcript

Interviewer: This is a recording of 9th grade student's individual interview for Emily Curtis research graduate paper purposes.

Interviewer: Have you ever felt treated differently, at school? If so, please describe your experience.

Respondent: Yes, like, I feel like that, you know, if so and so wanted to go to the office or something and I asked if I could go and I had all of my work done, I was told no and I don't understand that. I mean I think if you are going to let someone else go when they talk and don't pay attention, but when I'm pretty decent, they should let me do the same thing.

Interviewer: So that's just one experience that you've had? Ok. Did you experience disrespect from teachers at this school? If so, without using any names, please describe your experiences.

Respondent: I was told I was unteachable, I needed to grow up, I was going to be terrible at a job, that you couldn't depend on me, and that I needed to learn how to be here and be able to be at jobs and be dependable.

Interviewer: Have you had any other issues with other teachers, or is that the main issue that have impacted you?

Respondent: I've had issues with other teachers, but that's the main one that really stuck out.

Interviewer: Did you experience disrespect from other students at school? If so, without using names, please describe your experiences.

Respondent: Yes I've had numerous times when kids came up to me and tell me I'm going to be just like my parents, and stuff like that. I've been picked on my whole life because of my size.

Interviewer: Has disrespect had a negative impact on your view of school and education? If so, please explain.

Respondent: Yes. I don't like coming here, every day I dread coming here.

Interviewer: Are there specific aspects of the day that you dread the most?

Respondent: I dread the whole day.

Interviewer: Do you believe that disrespect had an impact on your plans for higher education? If so, please explain.

Respondent: Yes and no. This school is a great school, the teachers, some of the teachers and students are very disrespectful. I used to love school and now I hate it. But I'll be glad when I graduate and go to college.

Interviewer: So it's not stopped you from wanting to go to school after high school. So can you explain your career goals after high school?

Respondent: My education goal is to be a career fireman in a city like Greensboro or Charlotte.

Interviewer: So you will pursue whatever certificate or degree is necessary to be a professional fireman? Do you have anything about this topic of disrespect at school that you want to include.

Respondent: No.

Interviewer: Do you feel like you were able to share everything you needed to share?

Respondent: Yes.

Interviewer: Do you have any questions for me?

Respondent: No

Interviewer: Thank you.

Respondent: Yes ma'am.

Chart128320

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Documents

Perceptions of Respect in Public High Schools - Weeblysecsalem.weebly.com/.../perceptionsofrespectinpublic… · Web viewPerceptions of Respect in Public High Schools. Emily Curtis