Literaturnachweis - Detailanzeige
Autor/inn/en | Chambers, Terah T. Venzant; Tabron, Lolita A. |
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Titel | Academic Success for Students of Color . . . At What Cost? The Importance of School Context at Birch High School |
Quelle | In: Journal of Cases in Educational Leadership, 16 (2013) 4, S.31-44 (14 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1555-4589 |
DOI | 10.1177/0098628313514192 |
Schlagwörter | African American Students; Females; Principals; High School Students; Academic Achievement; College Readiness; Expectation; Values; Extracurricular Activities; Clubs; Race; Racial Bias; Student Placement; Context Effect; Interpersonal Relationship; Suburban Schools African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Principal; Schulleiter; High school; High schools; Oberschule; Schulleistung; Expectancy; Erwartung; Wertbegriff; Außerunterrichtliche Aktivität; Club; Klub; Rasse; Abstammung; Racial discrimination; Rassismus; Schülerpraktikum; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule |
Abstract | Kiara, an African American rising freshman, has aspirations to become a medical doctor. She enrolls at Birch High School because of the reputation of the principal, Mr. Brown, whose vision for academic excellence permeates every corner of the school. Kiara graduates from high school with top honors, but realizes her success may have come at a steep price. By using "snapshots" of five critical aspects of the school culture at Birch, this case study invites readers to consider the ways schools may foster academic success for some students of color, but at what cost? (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |