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Inclusionary and Exclusionary Secondary Schools: The Effect of School Culture on Student Outcomes

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Abstract

This study examines the impact of secondary school culture on the dual student outcomes of academic achievement and engagement with the institution attended. Elements of school culture were identified, specifically the roles played by administrators, the professional teaching staff, and the adolescent peer group. A mixed-method research design was employed with the primary research instrument taking the form of a survey questionnaire that was distributed to 268 Grade 11 students attending two composite secondary schools in a mid-sized Canadian city. The results demonstrated that institutional culture had a limited impact on student academic achievement but a significant influence on students' perceptions of engagement with their schools.

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  1. Faculty of Education, Lakehead University, 955 Oliver Road, Thunder Bay, Ontario, Canada, P7B 5E1

    Patrick Brady

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  1. Patrick Brady
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Correspondence to Patrick Brady.

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Brady, P. Inclusionary and Exclusionary Secondary Schools: The Effect of School Culture on Student Outcomes. Interchange 36, 295–311 (2005). https://doi.org/10.1007/s10780-005-6867-1

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