Student Perceptions of School and Family Socialization PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Student Perceptions of School and Family Socialization PDF full book. Access full book title Student Perceptions of School and Family Socialization by Nilofar Sami. Download full books in PDF and EPUB format.
Author: Nilofar Sami
Publisher:
ISBN:
Category :
Languages : en
Pages : 74
Get Book Here
Book Description
The transition to middle school places many adolescents at risk for negative adjustment, especially poor and underserved ethnic minority students. In this cross-sectional study, I explored the role of student-perceived mismatch in the transition to a school with an early-college model, using a sample of predominantly African American and Latino students from low-income backgrounds (N = 154). Mismatch in developmental (connection and autonomy), academic (expectations and involvement), and racial-ethnic (in-group connectedness, embedded achievement, and awareness of racism) socialization across both the school and home environments was examined. Predictive relationships between perceived mismatch and both engagement and achievement were tested. In addition, comparisons were made between the role of perceived mismatch versus perceived real environment in the prediction of student outcomes. Across all three domains of socialization, students perceived significantly greater mismatch between their real and ideal environments at school than at home. Student-perceived mismatch and engagement did not significantly vary by student or school demographic characteristics, but student achievement was higher for those students beyond the transition year. Only student-perceived mismatch at home significantly predicted students' engagement and beyond this, perceptions of higher connection to and autonomy from teachers as well as lower academic involvement significantly predicted greater student engagement. For students beyond the transition year, achievement gains were greater and linked to perceptions of more home-school match, but here, perception of real school environment did not significantly predict math achievement gains. Implications for underprepared students' adjustment during the transition to a secondary school with an early-college model are discussed.
Author: Nilofar Sami
Publisher:
ISBN:
Category :
Languages : en
Pages : 74
Get Book Here
Book Description
The transition to middle school places many adolescents at risk for negative adjustment, especially poor and underserved ethnic minority students. In this cross-sectional study, I explored the role of student-perceived mismatch in the transition to a school with an early-college model, using a sample of predominantly African American and Latino students from low-income backgrounds (N = 154). Mismatch in developmental (connection and autonomy), academic (expectations and involvement), and racial-ethnic (in-group connectedness, embedded achievement, and awareness of racism) socialization across both the school and home environments was examined. Predictive relationships between perceived mismatch and both engagement and achievement were tested. In addition, comparisons were made between the role of perceived mismatch versus perceived real environment in the prediction of student outcomes. Across all three domains of socialization, students perceived significantly greater mismatch between their real and ideal environments at school than at home. Student-perceived mismatch and engagement did not significantly vary by student or school demographic characteristics, but student achievement was higher for those students beyond the transition year. Only student-perceived mismatch at home significantly predicted students' engagement and beyond this, perceptions of higher connection to and autonomy from teachers as well as lower academic involvement significantly predicted greater student engagement. For students beyond the transition year, achievement gains were greater and linked to perceptions of more home-school match, but here, perception of real school environment did not significantly predict math achievement gains. Implications for underprepared students' adjustment during the transition to a secondary school with an early-college model are discussed.
Author: Gwen Pamenter Aseltine
Publisher:
ISBN:
Category : African American families
Languages : en
Pages : 122
Get Book Here
Book Description
Author: Karen Robson
Publisher: Pearson Education Canada
ISBN: 0133076806
Category : Social Science
Languages : en
Pages : 385
Get Book Here
Book Description
Sociology of Education in Canada utilizes a contemporary theoretical focus to analyze how education in Canada is affected by pre-existing and persistent inequalities among members of society. It presents the historical and cultural factors that have shaped our current education system, examines the larger social trends that have contributed to present problems, discusses the various interest groups involved, and analyzes the larger social discourses that influence any discussion of these issues. To achieve this, Karen Robson uses many current, topical, and relatable issues in Canadian education to ensure that readers fully comprehend the information being presented and leave with an appreciation of how the sociology of education is inextricably linked to issues of stratification.
Author: Adam Rutland
Publisher: John Wiley & Sons
ISBN: 1118773160
Category : Psychology
Languages : en
Pages : 421
Get Book Here
Book Description
A definitive reference on intra- and inter-group processes across a range of age and cultural contexts Children from infancy develop attachments to significant others in their immediate social environment, and over time become aware of other groups (e.g. gender, ethnicity, age, classroom, sports) that they do or do not belong to and why. Recent research shows that children’s attitudes, beliefs and behaviours are significantly influenced by these memberships and that the influence increases through childhood. This Handbook delivers the first comprehensive, international reference on this critical topic.
Author: Roberta Berns
Publisher: Wadsworth Publishing Company
ISBN: 9780155074101
Category : Business & Economics
Languages : en
Pages : 704
Get Book Here
Book Description
I wrote Child, Family, School, Community to reconfirm and document the most basic theory of relationships known to humankind: that people need people to survive. This edition emphasizes the bi-directionality of interactions between the child and various socialization agents, illustrating the child's role in his or her own socialization. It also includes more information on links between various ecosystems and how they affect the child. - Preface.
Author: Shuntay Z. McCoy
Publisher:
ISBN:
Category : African American college students
Languages : en
Pages : 203
Get Book Here
Book Description
"Within the United States, African American students experience school socialization that exposes them to racial segregation, economic stratification, and route learning masked as education. Consequently African American families are compelled to engage in socialization practices that buffer against the adverse influences of racism, oppression, and dehumanization that threaten African American students' pro-social identity development within a racialized society. To investigate how African American students' develop their racial and educational identity within this racialized context I conduct a qualitative investigation to (a) explore African American students' perceptions of the socialization experiences they identify as salient influences on their racial and educational identity; (b) theoretically deconstruct the racialized contexts (i.e., secondary educational institutions) within which African American students are socialized prior to entering college; and (c) examine how variations in African American students' post-secondary contexts differentially reflects their identity development at predominately White institutions (PWIs) and historically Black Colleges and Universities (HBCUs). I utilize critical race theory (CRT) and the Phenomenological Variant of Ecological Systems Theory (PVEST) to explore African American students' counternarratives while simultaneously deconstructing the racialized context in which they develop their racial and educational identities. Findings from this study reveal that schools adversely impact African American students' pro-social educational and racial identity development. At a micro-level schools socialize African American students through tracking them into advanced placement, honors, general education, and special education programs. In addition schools engage in macro-level socialization practices that restrict African American students' postsecondary options, skew their perceptions of postsecondary opportunities, and provide substandard preparation for educational advancement. Such institutional practices perpetuate whiteness as property through the right to exclude African American students from access to educational resources; and by maintaining a favorable reputation for white students while perpetuating the characterization of black students as intellectually inferior. Findings also illustrate how African American families engage in racial socialization that includes the educational socialization of African American students through educational modeling, educational continuation, and educational trailblazing. This study yields implications for families, secondary institutions, post-secondary institutions, and future research that promotes educational equity for African American students."--Abstract from author supplied metadata.
Author: Ellen A. Brantlinger
Publisher: Routledge
ISBN: 1135601607
Category : Education
Languages : en
Pages : 276
Get Book Here
Book Description
Who Benefits From Special Education?: Remediating (Fixing) Other People's Children addresses the negative consequences of labeling and separating education for students with "disabilities," the cultural biases inherent in the way that we view children's learning difficulties, the social construction of disability, the commercialization of special education, and related issues. The theme that unifies the chapters is that tension exists between professional ideology and practice, and the wishes and expectations of the recipients of professional practice--children, adolescents, and adults with disabilities and their families. These voices have rarely taken center stage in formulating important decisions about the quality and characteristics of appropriate practice. The dominant view in the field of special education has been that disability is a problem in certain children, rather than an artifact that results from the general structure of schooling; it does not take into consideration the voices of people with disabilities, their families, or their teachers. Offering an alternative perspective, this book deconstructs mainstream special education ideologies and highlights the personal perspectives of students, families, and front-line professionals such as teachers and mental health personnel. It is particularly relevant for special education/disabilities studies graduate students and faculty and for readers in general education, curriculum studies, instruction theory, and critical theory.
Author: Rhona S. Weinstein
Publisher: Oxford University Press
ISBN: 0190260904
Category : Education
Languages : en
Pages : 441
Get Book Here
Book Description
Achieving College Dreams: How a University-Charter District Partnership Created an Early College High School tells the fascinating story of a long-standing partnership between a university and charter district to create an early-college high school for first-generation college youth. Reflecting community-engaged scholarship and diverse voices, this book uniquely extends the knowledge base about how to better prepare low-income students of color for college eligibility and academic success.
Author: Joyce L. Epstein
Publisher: Corwin Press
ISBN: 1483320014
Category : Education
Languages : en
Pages : 508
Get Book Here
Book Description
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Author:
Publisher: Academic Press
ISBN: 0128019077
Category : Social Science
Languages : en
Pages : 384
Get Book Here
Book Description
Equity and Justice in Development Science: Implications for Diverse Young People, Families, and Communities, a two volume set, focuses on the implications of equity and justice (and other relevant concepts) for a myriad of developmental contexts/domains relevant to the lives of young people and families (e.g. education, juvenile justice), also including recommendations for ensuring those contexts serve the needs of all young people and families. Both volumes bring together a growing body of developmental scholarship that addresses how issues relevant to equity and justice (or their opposites) affect development and developmental outcomes, as well as scholarship focused on mitigating the developmental consequences of inequity, inequality, and injustice for young people, families, and communities. - Contains a wide array of topics on equity and justice which are discussed in detail - Focuses on mitigating the developmental consequences of inequity, inequality, and injustice for young people, families, and communities - Includes chapters that highlight some of the most recent research in the area - Serves as an invaluable resource for developmental or educational psychology researchers, scholars, and students
