Incongruent Impressions: Teacher, Parent, and Student Perceptions of Two Black Boys' School Experiences

Autor/inn/en	Cole-Lewis, Yasmin C. O.; Hope, Elan C.; Mustafaa, Faheemah N.; Jagers, Robert J.
Titel	Incongruent Impressions: Teacher, Parent, and Student Perceptions of Two Black Boys' School Experiences
Quelle	In: Journal of Adolescent Research, 38 (2023) 3, S.391-422 (32 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cole-Lewis, Yasmin C. O.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0743-5584
DOI	10.1177/07435584211062140
Schlagwörter	Teacher Attitudes; Parent Attitudes; Student Attitudes; African American Students; Student Experience; Middle School Students; Racism; Public Schools; Grade 8; Grade 6; Aspiration; Learner Engagement; Student Behavior; Parent Teacher Cooperation; Texas + Suchen Sie Ihr Suchwort? Lehrerverhalten; Elternverhalten; Schülerverhalten; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Studienerfahrung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Rassismus; Public school; Öffentliche Schule; School year 08; 8. Schuljahr; Schuljahr 08; School year 06; 6. Schuljahr; Schuljahr 06; Streben; Student behaviour; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung
Abstract	For many Black boys, poor academic performance and high rates of school discipline are often related to biases in how they are perceived and treated at school. These biases oftentimes misalign with how Black boys view themselves and how family members perceive them at home. Few studies examine how different stakeholders' perceptions of Black boys manifest and shape the middle school experience. The current study employed an embedded case study design, using data from eight semi-structured interviews to explore incongruence among student, teacher, and parent perceptions of two middle school Black boys' academic and social experiences. Findings showed greater congruence between the boys' experiences and their parents' perceptions of them compared to their teachers' perceptions of them. Of note were teachers' inaccurate reports of the boys' career aspirations and academic interests and abilities. Implications of these patterns and their impact on Black boys' experiences in school are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01