Social cohesion in schools: A non-systematic review of its conceptualization and instruments

Gert-Jan Veerman,Eddie Denessen,Zhenzhou Zhao

doi:10.1080/2331186x.2021.1940633

Gert-Jan Veerman, Eddie Denessen + Show 1 more

Open Access

https://doi.org/10.1080/2331186x.2021.1940633

Copy DOI

Abstract

Social cohesion in schools refers to positive interpersonal relations between students, a sense of belonging of all students and group solidarity. Social cohesion is a multidimensional construct, and educators policymakers and researchers may focus on specific domains within this concept, guided by their personal conception of social cohesion. With this non-systematic review we provide examples of how social cohesion is conceptualized and measured in various ways by those who study social cohesion in education and how these measures relate to the multidimensional construct of social cohesion. Seven components of three social cohesion dimensions are considered. This review presents an overview of five social cohesion instruments and shows that these instruments include specific combinations of dimensions, components, perspectives and social entities at which they are targeted. Based on these examples of the measurement of social cohesion in education, this study provides a heuristic for considerate use of instruments to measure social cohesion.

Highlights

Over the past two decades, a growing number of policymakers and policies have focused on achieving cohesive societies by reinforcing social cohesion in the educational setting (Chiong & Menzies, 2016; Flecha, 2015; Green & Janmaat, 2011)
The five instruments presented above show that there is some variation regarding the content of assessments of social cohesion, the social entities to which the concept refers and the perspective from which social cohesion is measured
The content of social cohesion assessments The social cohesion instruments reviewed in this non-systematic review include one, two or three dimensions of social cohesion

Summary

Introduction

Over the past two decades, a growing number of policymakers and policies have focused on achieving cohesive societies by reinforcing social cohesion in the educational setting (Chiong & Menzies, 2016; Flecha, 2015; Green & Janmaat, 2011). Schools in particular are regarded as places where students should learn to be members of a culturally diverse community (Schuitema & Veugelers, 2011) and where mutual understanding and shared values should be promoted (Phillips et al, 2010). Besides these long term effects of social cohesion in schools on future citizenship (Mickelson & Nkomo, 2012)., social cohesion in schools serves short term goals too. For example, have been found to be supportive for a positive classroom climate and feelings of belonging, mutual tolerance and safety at school (Allen et al, 2018; Hewstone, 2015; Mooij et al, 2011; Zedan, 2010)

Objectives

Methods

Conclusion