The Transformative Potential of Teacher Care as Described by Students in a Higher Education Access Initiative
Datos Bibliográficos
| ID | 9729910 |
|---|---|
| Autores | Karen C Foster (University of Dayton, autor de correspondencia) |
| Año | 2008 |
| Volumen | 41 |
| Número | 1 |
| Páginas | 104-126 |
| Fecha de publicación | 2008-11-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Education and Urban Society (JOURNAL) |
| Identificadores de la revista | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Editorial | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124508321591 |
| OpenAlex | W2097774878 |
| Idioma | EN |
| Citas recibidas | 8 |
| Referencias citadas | 25 |
The “attitude—achievement gap” characterizing economically disadvantaged students of color is reexamined in a study of student perceptions of a higher education access program. Their descriptions of past and present experiences of teachers are contextualized in research citing the impact of stress, social stigma, and teacher misperceptions on economically disadvantaged students' capacity to engage with school. The contrast of their descriptions underscores the pivotal role that teachers play in shaping developing identities. Student descriptions reflect the aspects of their relationships with teachers that signify authentic care and commitment to their academic success. The findings indicate changes in students' understanding of the learning process and the connection between high school academic performance and college admission grounded in realistic self-assessment of their academic challenges. The findings suggest plasticity in educational identity development in older students and demonstrate the importance of including students' perspectives in research and evaluation of programs intended to support them
Academic achievement · Disadvantaged · Mathematics education · Pedagogy · Perception · Transformative learning · Critical Race Theory in Education · Higher Education Research Studies · Psychology · Teacher Education and Leadership Studies
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Subdimensions of Adolescent Belonging in High School
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Access and Retention of Marginalized Populations Within Undergraduate Music Education Degree Programs
Immigration and Students’ Relationship With Teachers
Creating Connectedness Through Being Known
Reaching Students with Limited or Interrupted Formal Education Through Culturally Responsive Teaching
Self-Efficacy Beliefs, Classroom Management, and the Cradle-to-Prison Pipeline
Why Urban Adolescents Drop into and out of Public High School
High School Dropouts
Life Experiences among Urban Adolescents
Assessment of major and daily stressful events during adolescence
Social Support Networks and School Outcomes
Socioeconomic disadvantage and child development.
Ain’t No Makin’ It
Dreams of the Future
Predictors of Future Expectations of Inner-City Children
The Relation of Early Adolescents’ College Plans and Both Academic Ability and Task-Value Beliefs to Subsequent College Enrollment
Classroom Belonging among Early Adolescent Students
Risk and Resilience in Student Transitions to High School
Urban Public High School Teachers’ Beliefs about Science Learner Characteristics
Getting to We
Dropping out of Middle School
Racial Identity and Academic Attainment Among African American Adolescents
Learner-Centered Teacher-Student Relationships Are Effective
Stressors and child and adolescent psychopathology
The Attitude-Achievement Paradox Among Black Adolescents
Identity Processes in Poor Adolescents
Grounded Theory
Exploring School Engagement of Middle-Class African American Adolescents
| Obras citantes distintas | 8 |
|---|---|
| Citas por año | 0,53 |
| Intervalo de citas | 2011 - 2026 (16) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 8 |