A Phenomenological Study to Engage African-American Youth Voice in Deliberations Regarding Their Response to Schooling

Autor/in	Coulter, Donna M.
Titel	A Phenomenological Study to Engage African-American Youth Voice in Deliberations Regarding Their Response to Schooling
Quelle	(2013), (79 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Wayne State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3030-2505-1
Schlagwörter	Hochschulschrift; Dissertation; Phenomenology; African American Students; Attitude Measures; Urban Schools; High School Students; Student Attitudes; Social Mobility; Success; Adolescents; Learner Engagement; Student School Relationship; School Attitudes; Middle School Students + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Phenomenological psychology; Phänomenologie; Psychologie; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Oberschule; Schülerverhalten; Soziale Mobilität; Erfolg; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schüler-Lehrer-Beziehung; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	To examine disparities in education, the researcher utilized a naturalistic approach to uncover how youth think, talk, and feel about their response to schooling. Findings are based on in-depth conversations with 12 inner city African-American kids enrolled in Urban, USA middle and high schools, rarely heard from in the scholarly literature. Students conveyed a belief system that schooling was the route to upward mobility, however, their responses to academic exercises seem to suggest an indifference. Primary findings suggest that students' (a) sense of safety and family tradition were key factors of student school selection; (b) understanding of how levels of success correlate with the opportunity structure was limited; (c) decision to not give voice was an attribution of respect for their teachers; (d) choice for "social life," often to the neglect of schooling, was to have a balanced teen experience rather than opposition to schooling. Future research recommended was to help students discover how their own contradictions impact their educational opportunities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01