Case Studies of Talented Students Who Achieve and Underachieve in an Urban High School. Research Monograph 95120.

Autor/inn/en	Reis, Sally M.; Hebert, Thomas P.; Diaz, Eva I.; Maxfield, Lori R.; Ratley, Michael E.
Institution	National Research Center on the Gifted and Talented, Storrs, CT.
Titel	Case Studies of Talented Students Who Achieve and Underachieve in an Urban High School. Research Monograph 95120.
Quelle	(1995), (284 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Asian Americans; Black Students; Case Studies; Cultural Differences; Disadvantaged Youth; Family Environment; Gifted; High Achievement; High School Students; High Schools; Hispanic Americans; Homogeneous Grouping; Parent Participation; Poverty; Puerto Ricans; Resilience (Personality); Self Esteem; Sex Differences; Social Support Groups; Student Characteristics; Underachievement; Urban Education; White Students + Suchen Sie Ihr Suchwort? Schulleistung; Asian immigrant; United States; Asiatischer Einwanderer; USA; Case study; Fallstudie; Case Study; Kultureller Unterschied; Benachteiligter Jugendlicher; Familienmilieu; Begabter, Hoch Begabter; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hispanic; Hispanoamerikaner; Homogene Gruppierung; Niveaugruppierung; Streaming; Elternmitwirkung; Armut; Puerto Rican; Puerto-Ricaner; Self-esteem; Selbstaufmerksamkeit; Sex difference; Geschlechtsunterschied; Social support; Soziale Unterstützung; Performance deficiency; Leistungsschwäche; Stadtteilbezogenes Lernen
Abstract	This 3-year study compared characteristics of high ability students who were identified as high achievers with students of similar ability who underachieved in school. The 35 students attended a large urban high school comprised of 60 percent Puerto Rican students, 20 percent African American, and the remainder White, Asian, and other. Qualitative methods were used to examine the perceptions of students, teachers, staff, and administrators concerning academic achievement. The study found that achievement and underachievement are not disparate concepts, since many students who underachieved had previously achieved at high levels and some generally high achieving students experienced periods of underachievement. A network of high achieving friends was characteristic of achieving students. No relationships were found between poverty and underachievement, between parental divorce and underachievement, or between family size and underachievement. Successful students supported the concept of grouping in honors and advanced classes, had supportive adults in their lives, and participated in multiple extracurricular activities. High achieving females usually chose not to date. High achieving students characteristically had a strong belief in self and resilience to negative factors. Cultural and gender differences were also found. Case studies of the 35 students are included. (Contains approximately 250 references.) (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01