Ecological Systems Theory Research Articles

POLICY DEVELOPMENT FOR EFFECTIVE SCHOOL MANAGEMENT AMIDST DETERIORATING DISCIPLINE IN SECONDARY SCHOOLS IN KWAZULU-NATAL: CHALLENGES AND STRATEGIES

The current increasing indiscipline in the secondary schools undermines the overall management of schools hence the importance of proper school management for the achievement of the set objectives is critical important(Daka, 2021). Another problem that has come to light is eroding discipline among students in KwaZulu-Natal, South Africa: the issues under the management of misbehaviour disrupt school administration and jeopardize the educational process. In this paper, I discuss the numerous multifaceted causes of the difficulties that current secondary schools encounter in establishing discipline. Through a review of literature, coupled with interviews with educational administrators personally encountered by the researcher, important areas of consideration, among which include the socio-economic conditions, poor school policies, and a bad influence from the community have been found to be among the important factors that contribute to the current disciplinary crisis. The study employs Bronfenbrenner’s Ecological Systems Theory as a framework to analyse the interconnected systems influencing school discipline, including the microsystem (family and school environments), mesosystem (interactions between school and community), exosystem (external policies and socio-economic conditions), and macrosystem (cultural and societal norms). The findings highlight the need for comprehensive and multi-faceted strategies to address these challenges effectively. Some of the key suggestions include providing practical, effective and clear disciplinary measures to be taken, enhancing school community relations, and providing teachers with training and focusing on the socio-economic factors leading to indiscipline. The study also highlights the practical recommendation as ethical leadership and inclusion of the African philosophy, specifically Ubuntu, in developing the better-discipline school climate. This study provides a valuable contribution to the literature on educational management in South and provides practical research that may be useful for policymakers, educators, and school administrators who want to improve school discipline and management. The strategies put forward present an opportunity for schools in KwaZulu-Natal to foster appropriate environment that would facilitate learning and ensure that learners gain improved education outcomes, and instil discipline insisting on accountability among llearners.

The Ecological Map of Adolescent Athletes: Examining Integrative Care Approaches

This qualitative study explores the importance of an integrated care approach for adolescent athletes living with physical illness. The researcher used a phenomenological approach to provide this population with a platform to share their stories and to make meaning of their lived experiences. Using snowball sampling, the researcher gathered nine participants, ages 18-35, who resided within the United States. The researcher interviewed the participants via an online platform and analyzed their scripts using an interpretive phenomenological analysis approach. Through their exploration and sharing of consciousness, several important implications and contributions were unveiled to the social work profession. Their stories highlight the impact illness has on their psychological, psychosocial, physical, and overall functioning. Through the lens of the ecological systems theory, the study emphasizes the need for integrated and collaborative care between those who are directly or indirectly involved in the adolescent’s treatment. Ultimately, this preliminary study serves as a framework for clinical social workers as well as those who are involved in research, policy, and community-based work like schools and medical facilities. Through these stories, social workers and other helping professionals learn the power of connection and the importance of safeguarding the dignity and worth of the adolescent athlete.

Understanding viewpoints of employability: an ecological systems theory analysis based on three stakeholder groups

Understanding viewpoints of employability: an ecological systems theory analysis based on three stakeholder groups

Fostering Sustainable Female Participation in STEM Through Ecological Systems Theory: A Comparative Study in Three African Countries

This study explores factors influencing female engagement in STEM (Science, Technology, Engineering, and Mathematics) fields in Mozambique, Nigeria, and Uganda through Urie Bronfenbrenner’s Ecological Systems Theory. The research collected qualitative data from 81 women across these countries through open-ended surveys. Using content analysis, the results demonstrate the critical role of personal interests nurtured by family, showing how direct interactions with family influence STEM engagement at a microsystem level. The mesosystem level reveals the supportive influence of community and school interactions, emphasizing the importance of relationships between different microsystems, such as family–school collaborations, in fostering female participation in STEM. The exosystem level identifies the impact of positive media portrayals and role models, illustrating how external environments indirectly affect perceptions and aspirations in STEM through media and societal influences. The macrosystem level underscores the persistent cultural norms shaping gender roles, reflecting broader societal and cultural values that influence gender diversity in STEM fields, with 63% of respondents in Mozambique, 57% in Nigeria, and 67% in Uganda indicating that societal views on gender roles discouraged participation. Lastly, the chronosystem level captures the temporal changes and progress in gender diversity in STEM, highlighting the need for targeted interventions and policy reforms to address longstanding gender imbalances. Despite progress, significant gender imbalances remain, necessitating targeted interventions and policy reforms. The study proposes a sustainable, collaborative model to foster early interest and sustained participation of females in STEM, emphasizing the importance of seamless cooperation among families, educational institutions, communities, and government bodies. The findings aid in creating supportive environments for sustaining female STEM participation, promoting economic and social development in Sub-Saharan Africa.

A Study on the Causes and Effects of the Current State of Extracurricular Tutoring in the Context of the “Double Reduction” Policy--A Qualitative Research Based on Parents of Public Elementary School Students in Shanghai, China

Based on the Ecological System Theory, this study uses semi-structured interviews to present the current situation of extracurricular tutoring that still exists in the context of the “Double Reduction” Policy and analyzes the reasons for it at the micro, meso and macro levels. The results of the interviews show that there are three types of tutoring for children under the “Double Reduction” Policy: maintaining pre-existing extracurricular tutoring arrangements, starting tutoring after the policy, and abstaining from tutoring throughout. In addition, most of the parents had a negative view of the “Double Reduction” Policy, while a few had a positive or neutral attitude. Based on the interviews, the study found that: Parents’ education philosophy, the school’s teaching mode, the “peer effect” of extracurricular tutoring, the educational streaming and examination systems, the anxieties surrounding social mobility among the middle class, and deeply entrenched Chinese traditional beliefs played a major role in the persistence of extracurricular tutoring. Subsequently, this study examines the impact of extracurricular tutoring from a social stratification lens, pointing out its potential to exacerbate the educational gap between different classes and families. Consequently, the study concludes with recommendations for policy enhancements aimed at fostering a more equitable educational ecosystem.

Evaluating the Socioecological Classroom in Full-Service Schools: A Whole-School Approach to the Inclusive Education Context in South Africa

This paper evaluates the socioecological classroom in the context of a whole-school approach to inclusive education, which has evolved beyond the traditional classroom setting. Inclusive education calls for a paradigm shift to accommodate learners previously marginalised, with the classroom transforming into an ecosystem. The socioecological paradigm steers away from the notion that psychological and physiological elements are the main causes of disability. The importance of addressing multiple layers of influence is emphasised to create a supportive and inclusive learning environment. First, Bronfenbrenner’s Ecological Systems Theory, which emphatically explains how a learner’s development is influenced by the systems in the environment that surrounds them, and then Foucault’s Theory of Power and Knowledge, in which power and knowledge are interconnected and inseparable, with power being exercised through the creation and control of knowledge, guided this study. A qualitative approach was adopted, and semi-structured interviews, focus group discussions and non-participant observation were used to collect data. Phenomenological analysis was used to analyse the data from these data-collecting instruments. It was found that learners with disabilities need support at home, with imbalances being found in the power–knowledge relations between teachers and parents, and teachers occupying a superior position regarding academic knowledge. Some teachers still believe in the Medical-Deficit Model. A strengths-based approach should rather be adopted. Strategies for enhancing community–school collaboration that balances teacher–parent power dynamics should be explored.

Analysis of Children's Development Pathways based on Bronfenbrenner's Ecological Systems Theory

Childhood is a critical stage in human life, during which an individual's cognitive, emotional, social, and physical development progresses rapidly. Early development is not only essential for children's future achievements but also plays a significant role in societal structure, economic growth, and cultural transmission. Promoting the holistic development of children is the responsibility not only of families and educational systems but also of society as a whole. This study, grounded in Bronfenbrenner's Ecological Systems Theory, aims to analyze how various ecological system levels influence children's cognitive, emotional, and social development, and explores the impact of these systems' interactions on overall child growth. The research encompasses the microsystem (e.g., family and school), mesosystem (e.g., family-school interactions), exosystem (e.g., parental socioeconomic status and work environment), macrosystem (e.g., cultural background and social policies), and chronosystem (e.g., significant life events and historical context). The findings reveal that the interactions between these ecological systems play a pivotal role in children's development and influence their holistic development.

A systematic review of factors influencing English language competency for ethnic minority students: an ecological systems theory perspective

A systematic review of factors influencing English language competency for ethnic minority students: an ecological systems theory perspective

Never the twain shall meet? Considering an inclusive meritocracy in Singapore

ABSTRACT The concept of meritocracy stands as a fundamental ethos within the governance and educational paradigms in Singapore. This principle, notwithstanding its intrinsic paradoxes – most notably, the juxtaposition of egalitarian ideals against elitist practices – remains steadfastly upheld, with no indications of waning in the foreseeable future. A pertinent issue arising from this meritocratic orientation is the integration of students with special educational needs (SEN) into a system deeply ingrained with meritocratic values, especially considering the obstacles they face regarding accessibility, resource allocation, and prevailing societal attitudes towards disability. This study does not propose dismantling meritocratic frameworks; instead, it proposes the adoption of an inclusive meritocratic model. By exploring how meritocracy and inclusive education have manifested in Singapore, this paper delves into three critical barriers – namely, academic tracking, elitism, and the influence of parentocracy – that concurrently undermine the principles of meritocracy and the ethos of inclusive education. Utilizing Bronfenbrenner’s ecological systems theory as a methodological lens, this paper elucidates the complex interplay among these barriers and their compounded effects across different systemic levels. With a nuanced understanding of the challenges, the paper offers several recommendations for cultivating an inclusive meritocratic system.

Factors for Effective Curriculum Implementation in Higher Learning Institutions in Tanzania

Globally, higher learning institutions face challenges in successfully implementing curricula to enhance student learning. This study investigated factors for effective curriculum implementation in higher learning institutions in Tanzania, particularly (i) to examine the extent to which factors (characteristics of lecturers and institutions, the curriculum itself and governmental support) contribute to effective curriculum implementation and (ii) to assess the relationships among the factors contributing to effective curriculum implementation. This study employed a quantitative research approach and a descriptive research design. A total of 251 students from four fields of study at the Institute of Accountancy, Arusha, were selected via simple random and stratified sampling techniques. Statistical Packages for Social Sciences version 26.0 was used to compute the mean, standard deviation, independent samples t test, one-way analysis of variance (ANOVA) and correlation from the data collected through the questionnaire. Guided by ecological systems theory, the findings revealed that the majority of students (80.5%) perceived that lecturer and institutional characteristics, the nature of the curriculum, and governmental support contributed to effective curriculum implementation. Furthermore, there were positive relationships among the study factors, with the highest correlation between the nature of the curriculum and institutional characteristics. On the basis of these findings, the study recommends considering factors related to lecturer and institutional characteristics, the nature of the curriculum, and governmental support to effectively implement curricula and improve student learning in higher learning institutions.

Awareness of DepEd Core Values among Grade 12 Students in a Public High School in the Philippines

This study determined the level of awareness of Department of Education (DepEd) core values among grade 12 students in a public school in Antique, Philippines, in the areas of maka-Diyos (Godly), makatao (person-oriented), makakalikasan (pro-environment), and makabansa (patriotism). Likewise, the study assessed the significant difference in their awareness of DepEd core values relative to their demographics. Hence, the study utilized quantitative research design, particularly descriptive-comparative approaches. The theoretical framework of the study is the ecological systems theory, which assumes the influence of a series of nested systems and environments in shaping human development. This indicates the need for considering the larger ecological context that drives core value awareness. Meanwhile, using the adopted questionnaire, data were collected from 293 Grade 12 senior high school students in a public high school in Antique, Philippines, during the school year 2023-2024. In the analysis of data, frequency, percentage, mean, standard deviation, Mann-Whitney U test, and Kruskal-Wallis test were employed to analyze both the descriptive and inferential problems. The study revealed that the overall core value awareness of students was very high (M=4.35, SD=0.48). This shows that the students at this public school fully recognized the four DepEd core values, namely, maka-Diyos, makatao, makakalikasan, and makabansa. Also, among all the four demographics, only sex [U=7782.5, P=0.001] and strand [χ2(5) =13.739, P=0.017] were found with significant differences. The findings postulate that to elicit students’ core value awareness, strengthening educational policies on consistent core value integration in school curricula, programs, and activities is greatly encouraged. The findings also convey the need to strengthen sustainable teacher orientation to maintain their students' high awareness.

Parents' rearing styles and adolescents' math achievement: the multiple mediating effect of self-control and math anxiety.

This cross-sectional study examined the mechanisms underlying adolescent math achievement by investigating the relationship between parents' rearing styles (including different dimensions of rearing style) and adolescent self-control, math anxiety, and math achievement based on the ecological systems theory. A total of 584 junior high school students (M age = 12.52) completed the Parenting Style Questionnaire, Self-control Scale, and Math Anxiety Rating Scale and provided their math test scores. The rearing styles of both fathers and mothers directly predicted adolescents' math achievement. Maternal rearing style indirectly predicted adolescents' math achievement through their self-control and math anxiety; however, the indirect effect of paternal rearing style on adolescents' math achievement was not significant. After distinguishing the three dimensions of rearing styles, we found that paternal emotional warmth can increase adolescents' self-control, while maternal emotional warmth can reduce adolescents' self-control. Further, paternal overprotectiveness can directly and positively predict adolescents' math achievement, while maternal rejection and overprotectiveness can positively predict adolescents' math achievement. None of the three dimensions of rearing styles can predict math achievement through adolescents' self-control; however, they can predict math achievement indirectly through adolescents' math anxiety and the chain-mediation of adolescents' self-control and math anxiety. Our results suggest both commonalities and differences in how paternal and maternal rearing styles, along with their three dimensions (emotional warmth, rejection, overprotection), predict adolescent math achievement. These findings highlight the importance of paternal and maternal rearing styles on adolescents' math achievement and underscore the need to examine them separately to better understand their impact.

Neurodivergent (Autism and ADHD) student experiences of access and inclusion in higher education: an ecological systems theory perspective

AbstractHigher Education (HE) can be a complicated and isolating experience for neurodivergent students. Many systemic barriers and injustices create challenges for the accessibility and inclusivity of learning environments and curriculums. However, with the appropriate accommodations, staff guided by neurodiversity-affirming practices, accessible curricula, and opportunities to connect with neurodivergent peers, it can be highly rewarding. Through 15 in-depth, lived-experience-informed interviews with neurodivergent HE students who are Autistic and/or ADHDers in Australia, we analyse experiences at different system levels. By validating the robust framework of ecological systems theory in this context, we extend the academic understanding and add to the limited research on HE experiences for this marginalised, often ignored, but important student segment. We discover pivotal micro-systems of curricula, assessments, reasonable adjustment plans, spaces, teachers, students, and support services. Further contributions are made through the first extension of ‘feedback loops’ into research of HE micro-systems, and descriptions of macro and chrono-systems. With many HE systems erected and emergent to cater to the student majority, illuminating the experiences of neurodivergent students with these intersecting HE systems provides concrete insights for leadership, teachers, and support staff to improve accessibility and inclusion in HE.

Dual Narratives, Shared Radiance: A Tropical Asian Queer Collaborative Autoethnography

Employing a tropical Asian queer collaborative autoethnographic approach, this article explores the unique narratives of two diasporic researchers hailing from the Philippines and Taiwan. The paper elucidates the voices, perceptions, and lived experiences of the authors and shows how these align with Bronfenbrenner’s ecological systems theory of human development, which asserts that individuals are influenced by their socio-cultural environment comprised of the macrosystem, exosystem, mesosystem, and microsystem. The relationship of these overlapping systems is explored through the lives of the two researcher-authors through personal narratives. These narratives accentuate the methodological queering aspect, employing personal vignettes as pivotal focal points. By intertwining subjective experiences within the socio-ecological systems model, the article seeks to vividly depict the knottiness of tropical Asian queer identity and experience. Through this exploration, the discourse not only enquires into the intricacies of the researcher-authors’ stories but also contributes to a broader understanding of how queer socio-cultural factors shape the diverse narratives within the queer community in tropical Asia.

Beyond Lau: Envisioning humanizing and culturally sustaining workspaces for teachers in dual-language bilingual education schools

ABSTRACT Fifty years after the Lau decision, dual-language programs face critical challenges, particularly a national teacher shortage, especially in bilingual programs representing less commonly taught languages like Mandarin Chinese. This study explores the workplace environments of 13 Mandarin Dual Language Bilingual Education (MDLBE) teachers in a diverse urban school district. Drawing on Freire’s concept of humanization, Paris’s cultural sustainment framework, and Bronfenbrenner’s ecological systems theory, qualitative interviews reveal themes of outsiderness, coupled with a need for humanizing relationships with colleagues and leadership. Findings highlight the importance of culturally sustaining practices and systemic changes to foster inclusive, supportive environments, advocating for a transformation “Beyond Lau” to sustain dual-language programs.

Perceived employability of international doctoral students in the UK: applying Bronfenbrenner’s ecological systems theory

ABSTRACT The quality of the UK’s doctorate training system plays a fundamental role in fostering vibrant research outputs and attracting global talent. However, while maintaining a consistently high standard of quality remains static and challenging, little is known about how the employability of international doctorate students is shaped and at what juncture it is opportune to support their employability during their research studies. This paper aims to understand the employability of international doctoral students within business schools at British universities, drawing on Urie Bronfenbrenner’s ecological systems theory as a framework. The qualitative study involves 15 international doctoral students from 9 business schools. The findings uncover various environmental systems impacting their employability. In addition, this study theoretically extends employability research by applying Bronfenbrenner’s ecological systems theory to provide a multi-layered understanding of international doctorate employability, offering a novel framework for targeted career support interventions. Further, the implications highlight the urgent need for tailored support to build industrial connections, promote departmental collaboration to scaffold a dynamic research environment, proffer multiple resource channels, and create employment opportunities both inside and outside of the university.

The Well-Being of Doctoral Students in Education: An Ecological Systems Perspective.

This study aims to explore the factors that influence the well-being situation of doctoral students in education from a qualitative perspective and draws on the ecological systems theory as an overarching framework. A total of 18 doctoral students in education from 3 universities in Hong Kong were interviewed. In line with the ecological systems theory, individual influential factors may embed and interact with all layers of systems (i.e., the microsystem, the mesosystem, the exosystem, the macrosystem, and the chronosystem) surrounding the doctoral students that hinder or boost their well-being, respectively. These six main areas of concern were identified from a thematic analysis of participants' responses. The study highlighted several salient influential factors of doctoral students' well-being, such as coping strategies, social relations, and their living and cultural environment. An interactive effect among specific factors, such as the COVID-19 pandemic and social movements, was also identified. Findings provide theoretical insights and offer recommendations for improving doctoral students' well-being.

Mobilization of Funds of Knowledge in Ecological Environments: Latine Parent Engagement in a College Outreach Program

Latine parent educational engagement literature has established that parents employ rich cultural resources across their environments to support the P-20 attainment of their children. In this qualitative case study, we combine the funds of knowledge framework with constructs of ecological systems theory to add a clearer l perspective of how and with whom Latine parents and communities mobilize their funds of knowledge, highlighting their advocacy and agency. Findings identify instances in which Latine parents navigate different social interactions and spaces at various system levels and demonstrate the ways in which college outreach programs can have positive influences beyond the immediate systems of the home and school.

Child-headed Households: Techniques to lessen the detrimental Impacts of Poverty on Secondary School Students from Chimanimani District in Manicaland Province, Zimbabwe

The purpose of this study was to examine strategies to reduce the negative effects of poverty among learners from Child-headed Households. Bronfenbrenner’s ecological systems theory was employed as the theoretical framework. The study used a qualitative research design. Thirty-two participants were purposefully selected. Interviews, focus groups and document analysis were employed as data collection tools. The study established that the Basic Education Assistance Module (BEAM), supplementary feeding schemes, and income-generating projects were the main strategies which were employed to cushion secondary school learners from child-headed households. It is recommended that school administrators prioritise funding income-generating projects to help schools satisfy the psychological requirements of learners from child-headed households. This study adds to the body of knowledge about how adolescents from child-headed households experience academic success. In several sub-sectors of the Zimbabwean education sector, it expands understanding of the lived experiences of a sample of teenage students from low-income homes in Manicaland Province that has never before been investigated. The report makes a clear call to action for the Zimbabwean government to reconsider the BEAM support model in light of the insufficient funds now provided to learners and children ofchild-headed households. Keywords: Academic Success, Child-headed Households, Poverty, Psychological Development,Vulnerable groups

Exploring the ripple effect: learner psycho-social challenges, teacher emotional fatigue, and the role of school social work in South Africa—an interview-based qualitative study using Bronfenbrenner's framework

Guided by Bronfenbrenner's (1994) ecological systems theory Bronfenbrenner (Int Encycl Educ,3(2):37–43) , this study highlights the interplay between learner psycho-social challenges and teacher emotional fatigue, which affect classroom dynamics, and the critical role of systemic support—the role of school social workers (SSWs)—in South Africa. Using an exploratory-descriptive qualitative design, we conducted semi-structured interviews with 15 primary school teachers and 13 SSWs from various provinces. Our participants' diverse backgrounds and experiences provided comprehensive insights. Findings highlight the need for a holistic approach to addressing learner psycho-social challenges, emphasising comprehensive support systems for teachers, including training and early intervention. Additionally, the integration of full-time SSWs and the active involvement of psychologists, families, and communities is crucial. Insights can inform educational policies and practices, enhancing teachers' and learners' well-being and effectiveness.