In Their Own Words: Perceived Barriers to Achievement by African American and Latino High School Students

Autor/inn/en	Vega, Desireé; Moore, James L., III; Miranda, Antoinette H.
Titel	In Their Own Words: Perceived Barriers to Achievement by African American and Latino High School Students
Quelle	In: American Secondary Education, 43 (2015) 3, S.36-59 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0003-1003
Schlagwörter	Barriers; Academic Achievement; Qualitative Research; African American Students; Hispanic American Students; Educational Opportunities; Student Attitudes; Urban Schools; High School Students; Educational Experience; Teacher Student Relationship; School Counselors; Peer Relationship; School Policy; Safety; Summer Programs; Questionnaires; Student Characteristics; Neighborhoods; Course Selection (Students); Semi Structured Interviews + Suchen Sie Ihr Suchwort? Schulleistung; Qualitative Forschung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Bildungsangebot; Bildungschance; Schülerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Oberschule; Bildungserfahrung; Teacher student relationships; Lehrer-Schüler-Beziehung; School counselor; Beratungslehrer; Pädagogischer Berater; Peer-Beziehungen; Schulpolitik; Sicherheit; Sommerkurs; Fragebogen; Neighbourhoods; Nachbarschaft; Course selection; Kurswahl
Abstract	Drawing on a larger study, this qualitative investigation explored the factors that African American and Latino high school students perceived as barriers to positive educational opportunities. Eighteen African American and Latino urban high school students comprised the sample. The findings indicated that perceived barriers to positive educational experiences included relationships with teachers, school counselors, and peers as well as school policies and a lack of safety in their communities. Implications for educators (i.e., administrators, teachers, and school counselors) and policymakers are discussed. (As Provided).
Anmerkungen	Ashland University Dwight Schar College of Education. 229 Dwight Schar Building, 401 College Avenue, Ashland, OH 44805. Tel: 419-289-5273; Web site: http://www.ashland.edu/ase
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01