Chapter 7: Theoretical and Empirical Evidence of the Importance of School Context in Fostering Identification with School

This chapter explores the theoretical and empirical research on the effects of school context in fostering identification with school. Four school factors were considered: enabling school structure, collective efficacy, trust, and academic emphasis. An argument for a more comprehensive definition of identification with school that includes cognitive, affective, and behavioral dimensions is advanced. A theoretical rationale is constructed to explain the formation of identification with school based on an open systems perspective. The chapter concludes with a summary of empirical evidence and recommendations for future research.