Sources of Constructive Social Relationships in an Urban Magnet School
Bibliographic Data
| ID | 11367102 |
|---|---|
| Authors | Mary Haywood Metz (corresponding author) |
| Year | 1983 |
| Volume | 91 |
| Issue | 2 |
| Pages | 202-245 |
| Publication date | 1983-02-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | American Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0195-6744 • E-ISSN: 1549-6511 |
| Publisher | University of Chicago Press (PUBLISHER • US) |
| DOI | 10.1086/443681 |
| OpenAlex | W2073859032 |
| Language | EN |
| Citations received | 9 |
This paper reports a qualitative study of a racially diverse urban middle school serving a population with preponderantly below-average achievement. The school had less conflictual relations between students and teachers and more voluntary interracial interaction than is commonly reported in such schools by the literature. The school was a magnet school and had some accompanying structural features which contributed to these results. But two influences on both student-teacher and interracial peer interactions are identified as most important to relationships in the school. These were, first, a cluster of variables consisting of curricular structure, academic reward structure, and classroom activity structure, and second, a faculty subculture that socialized teachers both to give and expect respectful behavior in interactions with students
Academic achievement · Constructive · Mathematics education · Pedagogy · Population · Qualitative research · Racial composition · Social science · Sociology · Subculture (biology · Critical Race Theory in Education · Demography · Gender Studies · Parental Involvement in Education · Psychology · School Choice and Performance · Social Psychology
| Unique citing works | 9 |
|---|---|
| Citations per year | 0,23 |
| Citation span | 1986 - 2017 (32) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 9 |