The American public school: an educational oasis or psychological prison?

Abstract

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