Chapter 2: How Do Macrosystem Forces Shape The Development Of Student Motivation And Engagement?: Stratified Niches, Proximal Processes, and Exosystem Entry Points

Over the last several decades, the interrelated fields of academic motivation and engagement have increasingly recognized the crucial role of cultural and sociohistorical forces in shaping their functioning and development (e.g., King &McInerney, 2016; Maehr, 1974; Usher, 2018; Wang et al., 2019; Zusho &Kumar, 2018). These models have in common an explicit focus on structures at the societal level, like economic, political, educational, criminal justice, and health care systems, that exert powerful direct and indirect effects on the lives of children and adolescents, as well as on their peers and the adults who teach and care for them. As researchers have