Experiences of Latina/o Students in "Large Schools in Drag": A Critical Analysis of an Urban Alternative High School

Autor/inn/en	Vélez, William; Antrop-González, René
Titel	Experiences of Latina/o Students in "Large Schools in Drag": A Critical Analysis of an Urban Alternative High School
Quelle	In: Multicultural Learning and Teaching, 2 (2007) 2, S.29-44 (16 Seiten) PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2194-654X
DOI	10.2202/2161-2412.1020
Schlagwörter	Student Experience; Hispanic American Students; High School Students; Nontraditional Students; Nontraditional Education; Academic Achievement; Mixed Methods Research; Data Analysis; Parent Background; Fathers; English (Second Language); Advanced Students; High Achievement; Suspension; Grades (Scholastic); Teacher Student Relationship; Caring; School Culture; Expectation; Barriers; Role Perception; Early Parenthood; Working Hours; Urban Schools; Small Schools; Educational Change; Structured Interviews + Suchen Sie Ihr Suchwort? Studienerfahrung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; High school; High schools; Oberschule; Non-traditional education; Alternative Erziehung; Schulleistung; Auswertung; Elternhaus; English as second language; English; Second Language; Englisch als Zweitsprache; Fortgeschrittener; Ausschluss; Schulausschluss; Notenspiegel; Teacher student relationships; Lehrer-Schüler-Beziehung; Care; Pflege; Sorge; Betreuung; Schulkultur; Schulleben; Expectancy; Erwartung; Role conception; Rollenverständnis; Hours of work; Arbeitszeit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Bildungsreform
Abstract	This study uses mixed methods to identify the factors linked to varying levels of academic performance among Latina/o students enrolled in an alternative high school. Results from the quantitative analyses suggest students who had highly educated fathers and who reported high levels of English literacy are very likely to be classified as academic high achievers. In addition, students who received school suspensions were more likely to get lower grades than their never suspended counterparts. A majority of the students reported lack of authentic caring student-teacher relationships and a culture of low academic expectations prevailing at the school. Academic achievement was also impeded by accelerated role taking among the students, such as becoming parents and working long hours. Implications for urban small school education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01