Safe, Affirming, and Productive Spaces

Abstract

Responding to recent reports that Latina students often lack feelings of belonging at school and are dropping out in increasing numbers, this study explores how classroom environments influence engagement or disengagement among Latina students. Through case studies with five Latina 10th-grade students, this research examines how variations in the learning environment along three dimensions influence variations in classroom engagement as students travel from class to class in a given school day. Marshaling interview and observational data, the author demonstrates that Latina students experience the greatest levels of classroom engagement in learning spaces that are safe, affirming, and productive.