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.

摘要

学校的社会凝聚力是指学生之间积极的人际关系、所有学生的归属感和群体团结。社会凝聚力是一个多维结构，教育者的政策制定者和研究人员可能会在他们个人的社会凝聚力概念的指导下关注这一概念中的特定领域。通过这篇非系统性的评论，我们提供了一些例子，说明研究教育中社会凝聚力的人如何以各种方式概念化和衡量社会凝聚力，以及这些衡量标准如何与社会凝聚力的多维结构相关。考虑了三个社会凝聚力维度的七个组成部分。本综述概述了五种社会凝聚力工具，并表明这些工具包括维度、组成部分、他们所针对的观点和社会实体。基于这些衡量教育中社会凝聚力的例子，本研究为谨慎使用衡量社会凝聚力的工具提供了一种启发。