Latinx High School Students' Perceptions about Their High School Experiences

Autor/inn/en	Luévanos, Elisabeth A.; Anthony Luévanos, J.; Madsen, Jean
Titel	Latinx High School Students' Perceptions about Their High School Experiences
Quelle	In: NASSP Bulletin, 106 (2022) 3, S.181-208 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Anthony Luévanos, J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0192-6365
DOI	10.1177/01926365221123924
Schlagwörter	Hispanic American Students; High School Students; Student Attitudes; Student Experience; School Safety; Educational Environment; Caring; School Counselors; Equal Education; School Demography; Sense of Community; Teacher Student Relationship; Ethnic Stereotypes + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; High school; High schools; Oberschule; Schülerverhalten; Studienerfahrung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Care; Pflege; Sorge; Betreuung; School counselor; Beratungslehrer; Pädagogischer Berater; Schulbesuchsrate; Teacher student relationships; Lehrer-Schüler-Beziehung; National stereotype; Nationales Stereotyp
Abstract	Does student voice matter? This study examined how Latinx students used their voice to share their experiences about how they were perceived and treated at their schools. Data collection included focus groups with Latinx students. Students' responses indicated they did not feel safe nor did their school create a caring environment. Students' also noted their concerns about not getting access to school counselors or post-secondary schooling. Findings indicated that listening to students is an important factor in keeping schools accountable for how they serve underrepresented students. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01