Links between Disadvantage and Educational Achievement in a Low-Income Urban Setting in Bangalore, India

Autor/inn/en	Chatterjee, Arshia; Burns, Stephanie
Titel	Links between Disadvantage and Educational Achievement in a Low-Income Urban Setting in Bangalore, India
Quelle	In: International Journal of Psychology and Educational Studies, 8 (2021) 4, S.223-236 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Chatterjee, Arshia) ORCID (Burns, Stephanie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-9378
Schlagwörter	Foreign Countries; Academic Achievement; Disadvantaged Youth; At Risk Students; Resilience (Psychology); Low Income Students; Urban Schools; Neighborhoods; Poverty; Student Characteristics; Secondary School Students; High Achievement; Late Adolescents; Social Support Groups; Parent Teacher Cooperation; Extracurricular Activities; Teacher Student Relationship; Family Relationship; Family Environment; Goal Orientation; Self Esteem; Locus of Control; Self Efficacy; India + Suchen Sie Ihr Suchwort? Ausland; Schulleistung; Benachteiligter Jugendlicher; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Neighbourhoods; Nachbarschaft; Armut; Sekundarschüler; Halbstarker; Social support; Soziale Unterstützung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Außerunterrichtliche Aktivität; Teacher student relationships; Lehrer-Schüler-Beziehung; Familienmilieu; Zielorientierung; Zielvorstellung; Self-esteem; Selbstaufmerksamkeit; Self-efficacy; Selbstwirksamkeit; Indien
Abstract	This study focused on the experiences that contributed to the academic achievement of students in disadvantaged settings in India. In India, young people in disadvantaged neighbourhoods are at higher risk of underachievement and dropping out of school. However, some of them achieve highly despite their adverse circumstances and experience. Through interviews with 12 high achievers and their school principal, this study explored the perceived factors that contributed to their academic achievement. Data were analyzed using interpretative phenomenological analysis, and findings indicate a combination of protective factors at different levels -- individual, family, school, and community -- that contribute to resilience and achievement. The supportive relationships that these adolescents have at the different levels contribute to their achievement directly and indirectly. The findings are discussed in relation to theory with future considerations for Indian-centred research that can inform interventions in disadvantaged and low-income urban communities. (As Provided).
Anmerkungen	International Journal of Psychology and Educational Studies. Sakarya University, Faculty of Education, Department of Educational Sciences, Sakarya, Turkey. e-mail: ijpesjournal@gmail.com; Web site: https://dergipark.org.tr/tr/pub/pes
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01