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The American public school: an educational oasis or psychological prison?
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Sullivan, Patricia, Vermeulen, Karla
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Spring 2024
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2024-05
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Ilieva_Honors.pdf
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The authoritarian roots of state-sanctioned education continue to impact public schools in
the United States, despite the nation’s democratic ideals. Increased police presence, strict
hierarchical relationships between students and adults, and limited opportunities for student
autonomy are just a few examples of authoritarian tendencies in modern public education
(Goodman et al., 2011; Mann et al., 2019). Furthermore, the current literature suggests that these
elements may be influencing the students’ attitude towards their academics, as well as their
socio-emotional well-being (Goodman et al., 2011; Mann et al., 2019). The primary purpose of
the present study was to examine empowerment in high school based on the level of respect
former students perceived from adult authority figures and their level of control and autonomy
within the institution. Empowerment was then examined in relation to current confidence and
adjustment to adulthood. A significant positive correlation was observed between empowerment
and adulthood adjustment (r(64) =.428, p < .001), and empowerment was also found to be
significantly predictive of adjustment (sr2 =.08, p = .015). These findings suggest that the sense
of control and connection people felt in their school experience is intertwined with subsequent
development into adulthood and confidence in handling the challenges and duties of this new
phase of life. Motivated by the goal of promoting a healthier and smoother transition into
adulthood, future research directions and possible interventions in schools to empower students
and mitigate authoritarian influences are discussed.
Keywords: psychology, public education, authoritarianism, empowerment, development,
preparation, mental health
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