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22 - Prosocial Behavior in School Contexts

from Part III - Development of Prosociality in Context

Published online by Cambridge University Press:  25 May 2023

By
Stuart I. Hammond ,
Robert P. Hill  and
Victoria L. L. Edwards
Edited by
Tina Malti  and
Maayan Davidov
Tina Malti
Affiliation:
University of Toronto
Maayan Davidov
Affiliation:
The Hebrew University of Jerusalem
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Summary

Schooling transforms child development yet fades into the background in research on prosocial behavior. Mass education, however, was central to the concerns of founding theorists such as Durkheim, Dewey, and Piaget. Putting on a sociological lens makes it easier to see how schools continue to play an active role in prosocial development, and how the concerns of these founding researchers resonate today. To situate the active role of school contexts in prosocial behavior, this chapter first examines schools as social systems, structuring children’s social networks, imposing roles and norms of behavior, and impacting the timing of development. The chapter then examines classroom, pedagogical, and peer prosocial behaviors, and their connection to classic theoretical work in the field. After reviewing these forms of prosocial behavior, the chapter closes by examining the links between prosocial behavior and student outcomes and implications and future directions for theory, research, and practice.

Keywords

educationschoolprosocial behaviorchild development
Type
Chapter
Information
The Cambridge Handbook of Prosociality
Development, Mechanisms, Promotion
 , pp. 442 - 458
Publisher: Cambridge University Press
Print publication year: 2023

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