Advocacy Networks for Girls' Education in a Rural and an Urban Community.

Autor/inn/en	Keyes, Marian C.; Kusimo, Patricia S.; Carter, Carolyn C.
Titel	Advocacy Networks for Girls' Education in a Rural and an Urban Community.
Quelle	(1998), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Blacks; Child Advocacy; Family Involvement; Females; Mathematics Achievement; Mathematics Education; Mentors; Middle School Students; Middle Schools; Parent Participation; Parent School Relationship; Parent Student Relationship; Rural Schools; Science Achievement; Science Education; Social Class; Social Support Groups; Technology Education; Urban Schools; Whites; Womens Education + Suchen Sie Ihr Suchwort? Black person; Schwarzer; Kinder- und Jugendanwaltschaft; Weibliches Geschlecht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematische Bildung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Naturwissenschaftliche Bildung; Social classes; Soziale Klasse; Social support; Soziale Unterstützung; Technisch-naturwissenschaftlicher Unterricht; Urban area; Urban areas; Stadtregion; Stadt; White; Weißer; 'Women''s education'; Frauenbildung
Abstract	Plans for advocacy networks were incorporated into a project to promote Appalachian middle school girls' interest and persistence in science, mathematics, and technology. The project took place at rural and urban sites with diverse (White and African American), low-income populations. The girls were invited to participate in the 3-year project without regard for their grades, teacher recommendations, or expressed interest in science and mathematics and were selected through stratified random sampling to ensure representative numbers of Anglo and African American participants. This paper focuses on the development of networks of "advocates"--parents, mentors, and teachers who would support the girls' schooling and aspirations. Advocate meetings were designed to focus on the girls as students whose futures were worthy of time and effort, to give weight to the girls' achievements, to engage advocates and girls with one another, and to provide information that could empower advocates to promote the girls' academic futures. Initially, at both rural and urban sites, low-income girls faced similar constraints on academic success: low teacher expectations, lack of resources in schools, peer pressure toward active sexuality, and low parental involvement. Yet efforts to develop visible networks of advocate support produced dramatically different results, with family involvement much greater at the rural site. This outcome is discussed in relation to rural church-going activities versus urban consumer attitudes. (Contains 22 references.) (SV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC