Situated civic learning the unstated significance of non-teaching personnel Keri M Sherman

Format:

Book

Thesis/Dissertation

Author/Creator:

Sherman, Keri M., author.

Contributor:

University of Pennsylvania. Education., degree granting institution.

Language:

English

Subjects (All):

Education.

Educational sociology.

Education policy.

Sociology.

0515.

0340.

0458.

0626.

Local Subjects:

Education.

Educational sociology.

Education policy.

Sociology.

0515.

0340.

0458.

0626.

Genre:

Academic theses

Physical Description:

1 online resource (207 pages)

Contained In:

Dissertations Abstracts International 87-12A

Place of Publication:

Ann Arbor : ProQuest Dissertations and Theses, 2026

Language Note:

English

Summary:

Civic scholars traditionally focus on enhancing civic pedagogies, curricula, and classroom climates to improve school-based civic learning opportunities for students (Clay and Rubin, 2020; LeCompte and others, 2011; Blevins and others, 2021; Campbell, 2005, 2008; Gainous and Martens, 2016; Hartry and Porter, 2004; Martens and Gainous, 2013). However, this research study uniquely examined how unstructured time in hallways, cafeterias, study halls, and Student Resource Centers contributed to students' learning the skills and attitudes they needed to engage civically. Of particular interest was students' interaction with non-teaching personnel (e.g., security guards, bathroom monitors, technology specialists, et cetera) in these spaces. Utilizing the frameworks of civic learning and situated learning, this research study explored students' opportunities to practice civic skills and attitudes in relationships with non-teaching personnel through authentic intergenerational interactions. To develop a comprehensive understanding of the phenomenon, a mixed-methods research approach was utilized, which included participant observation, student surveys, ethnographic interviews, and content analysis. Two public high schools in a Northeast United States district were compared: a traditional public high school and an alternative public high school catering to students with unique emotional, social, and learning needs. The findings revealed that students at both schools had ongoing relationships with nonteaching personnel. However, for traditional high school students, their relationships with caring, relatable, and knowledgeable personnel served as avenues for practicing rudimentary civic skills and attitudes, including communication, trust, problem solving, advocacy, and openness. Furthermore, when an unjust cell phone policy was proposed in their school district, traditional high school students utilized their rudimentary civic skills and attitudes, and relationships with personnel to resist the policy. Notably, Students at the alternative high school had less unstructured time, fewer public opportunities to practice rudimentary civic skills and attitudes, and were unprepared to resist the unjust cell phone policy because of their lack of autonomy. This research highlights the value of non-teaching personnel and emphasizes the importance of intentionally hiring and preparing non-teaching personnel to support students' civic learning. This study also provides insight into the value of everyday interactions and school affairs as meaningful civic learning experiences for high school students

Notes:

Source: Dissertations Abstracts International, Volume: 87-12, Section: A.

Advisors: Quinn, Rand Committee members: Gadsden, Vivian L.; Pupik Dean, Christopher

Ph.D. University of Pennsylvania 2026

Vendor supplied data

Local Notes:

School code: 0175

ISBN:

9798247973218

Access Restriction:

Restricted for use by site license