Where to Hang Out

Interplay between School Building Characteristics, Authority Structures, and School Micro-Climates

Abstract

This comparative case study examines non-classroom spaces within two rural, midwestern high schools in the U.S., relying on a critical pedagogy of place perspective (Gruenewald, 2008). Participant descriptions focus on the interplay between school building characteristics and local authority structures. The juxtaposition of two demographically similar populations led by administrators of similar mindset, in different physical settings, highlights the influence of school building types in supporting or undermining place-based authority processes. The authors argue that purposeful alignment of social, physical, and organizational aspects can foster positive school climates. They recommend involving vulnerable students in the evaluation of environmental stressors in non-classroom spaces.