"Everybody Knows Everybody": Adolescents' Perceptions of What Helps Them Succeed in a Rural Title I School

Autor/inn/en	West, Erin M.; Zolkoski, Staci M.; Lockhart, Justin R.; Holm, Jessica M.; Tremont, Josh
Titel	"Everybody Knows Everybody": Adolescents' Perceptions of What Helps Them Succeed in a Rural Title I School
Quelle	In: Journal of Adolescent Research, 37 (2022) 5, S.672-690 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (West, Erin M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0743-5584
DOI	10.1177/07435584211043880
Schlagwörter	Rural Schools; Disadvantaged Schools; Economically Disadvantaged; Student Attitudes; Phenomenology; School Districts; High School Students; Middle School Students; At Risk Students; Lunch Programs; Student Characteristics; School Size; Family Relationship; Achievement Need; Academic Achievement; Coping; Grade Point Average; Educational Attainment; Parent Aspiration; Teacher Student Relationship; Low Income Students; Sense of Community + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Schülerverhalten; Phenomenological psychology; Phänomenologie; Psychologie; School district; Schulbezirk; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Mittagessen; Schulleistung; Bewältigung; Bildungsabschluss; Bildungsgut; Elternwille; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	The current study explored adolescents' perceptions of what contributes to their experiences of success in a rural Title I school through interpretative phenomenological analysis (IPA). Participants included adolescents who were enrolled at a rural Title I Middle/High School in the southern United States. The single campus school district serves approximately 185 students from Prekindergarten to grade 12. Approximately, 73% of the students are identified as At-Risk, 88% of the students are economically disadvantaged, and 100% of the students qualify for free or reduced lunch. Ten students from this school, with assent and parental consent, participated in the current study. Participants' ages ranged from 13 to 18, and the students represented different genders (seven males, three females) and various racial and ethnic backgrounds (three Black/African American, four Latinx, two White, and one Biracial). Results from the current study suggest low-income adolescents in a rural Title I school perceived (a) school size, (b) family support, and (c) their own internal drive to succeed as contributing to their success at school. These themes, their corresponding subthemes, and representative participant statements are included. Implications for school administrators, teachers, and counselors along with directions for future research are discussed. (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