'See Me as I See Myself': A Phenomenological Analysis of Grade Bump Requests

Autor/in	Landrum, Brittany
Titel	'See Me as I See Myself': A Phenomenological Analysis of Grade Bump Requests
Quelle	In: Qualitative Research in Education, 8 (2019) 3, S.315-340 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-6418
Schlagwörter	Grades (Scholastic); Phenomenology; Teacher Attitudes; Teacher Student Relationship; Educational Philosophy; Student Attitudes; Change; Self Concept; College Students; College Faculty; Electronic Mail; Persuasive Discourse; Achievement Need; Recognition (Achievement) + Suchen Sie Ihr Suchwort? Notenspiegel; Phenomenological psychology; Phänomenologie; Psychologie; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungsphilosophie; Erziehungsphilosophie; Schülerverhalten; Wandel; Selbstkonzept; Collegestudent; Fakultät; Elektronischer Briefkasten; Persuasion; Persuasive Kommunikation; Soziale Anerkennung
Abstract	At the end of every semester, some students will boldly email me asking for their grade to be bumped. These requests and their motives seem closely tied to academic entitlement, which has mostly been studied quantitatively. Creating a dialogue with this published literature, this research seeks to uncover the lived meanings of a grade perceived as unjust. Using a Heideggerian life-world approach, I analyzed an email archive to explore how students are projecting lived understandings of themselves that are at odds with their grades. In their plaintive plea to change their grades, the students are seeking affirmation of their self-understanding, demanding to be seen and valued as they see themselves. These results are discussed in light of the literature reviewed and directions for future research are proffered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01