Southern Rural Public Schools: A Study of Teacher Perspectives

Autor/in	McCoy, Leah P.
Titel	Southern Rural Public Schools: A Study of Teacher Perspectives
Quelle	In: Qualitative Report, 11 (2006) 4, S.749-763 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-0147
Schlagwörter	High Schools; Ethnography; Mathematics Teachers; Rural Schools; Public Schools; Cultural Influences; Academic Achievement; Interviews; Secondary School Teachers; Economically Disadvantaged; Social Influences; Racial Differences; Student Characteristics; Family Environment; Institutional Characteristics; Correlation; Poverty; Expectation; Low Achievement; Educational Opportunities; Racial Bias; Louisiana; Mississippi + Suchen Sie Ihr Suchwort? High school; Oberschule; Ethnografie; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Public school; Öffentliche Schule; Cultural influence; Kultureinfluss; Schulleistung; Interviewing; Interviewtechnik; Sozialer Einfluss; Rassenunterschied; Familienmilieu; Korrelation; Armut; Expectancy; Erwartung; Unterdurchschnittliche Leistung; Bildungsangebot; Bildungschance; Racial discrimination; Rassismus
Abstract	This ethnography explores teachers' perspectives of the cultural issues affecting academic performance in twelve public high schools in rural Mississippi and Louisiana. From a thematic analysis of the tape-recorded interviews of forty-one mathematics teachers, five categories emerged, each comprising a qualitative aspect of teaching high school in an economically depressed area of the deep South: society, race, students, families, and schools. Each of these categories is discussed and explicated using exemplars from the interviews to show how each category emerged from the data. In addition, the relationships among these categories, which form a destructive cycle of poverty, low expectations, poor academic achievement, and inadequate opportunity, are discussed. Implications of this research for teachers and policy makers are explored. (Contains 1 figure.) (As Provided).
Anmerkungen	Nova Southeastern University. 3301 College Avenue, Fort Lauderdale, FL 33317. Tel: 954-262-5389; Fax: 954-262-3970; Web site: http://www.nova.edu/ssss/QR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10