Caring for High School Students in Transcultural Spaces: Accessing Student Voice

Autor/in	Bass, Lisa
Titel	Caring for High School Students in Transcultural Spaces: Accessing Student Voice
Quelle	In: International Journal of Leadership in Education, 22 (2019) 4, S.421-438 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3124
DOI	10.1080/13603124.2018.1481530
Schlagwörter	High School Students; Student Empowerment; Student Attitudes; Caring; Race; Teacher Student Relationship; Learner Engagement; Justice; Student Diversity; Socioeconomic Background; School Demography; Ethnicity; Individual Characteristics; School Culture; School Effectiveness; Low Income Students; Achievement Gap; College Choice; Career Choice; North Carolina + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Studienberechtigung; Schülerverhalten; Care; Pflege; Sorge; Betreuung; Rasse; Abstammung; Teacher student relationships; Lehrer-Schüler-Beziehung; Gerechtigkeit; Sozioökonomische Lage; Schulbesuchsrate; Ethnizität; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Schulkultur; Schulleben; Schuleffizienz; Studienortwahl
Abstract	This qualitative study explores the perspectives of 52 high school students on the meaning of caring in the school setting. Seven focus groups were utilized to collect data. Five groups were racially homogeneous and mixed-gender; one group comprised males of various races; and one group comprised females of various races. In the focus groups, participants were invited to discuss their experiences and perceptions related to teachers' caring. Open coding and axial coding of focus group transcripts revealed that caring is extremely important to students for a variety of reasons. Student voice was used to ascribe meaning to the ethic of care from the student perspective. Four themes emerged in how students make meaning of teacher caring: "caring means valuing students' individuality, giving extra academic support as needed, providing engaging instruction and treating all students fairly." Each theme was undergirded by relationship building. Students discussed the importance of relationships throughout the focus groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01