"If Teachers Are Good to You": Caring for Rural Girls in the Classroom

Autor/in	Seaton, Erin E.
Titel	"If Teachers Are Good to You": Caring for Rural Girls in the Classroom
Quelle	In: Journal of Research in Rural Education, 22 (2007) 6, S.1-16 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-0670
Schlagwörter	Rural Schools; Females; Womens Education; Middle School Students; Student Attitudes; Teacher Student Relationship; Early Adolescents; Teacher Role; Ethnography; Personal Narratives; Gender Issues; Misconceptions; Educational Environment; Identification (Psychology) + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Weibliches Geschlecht; 'Women''s education'; Frauenbildung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerrolle; Ethnografie; Erlebniserzählung; Geschlechterfrage; Missverständnis; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	This article explores eight rural middle-school girls' perceptions of connections with their teachers. It rests on the finding that teachers offer a vital source of support for adolescent girls living in rural communities as girls come to a critical juncture in the development of their identities. Drawing on ethnographic and narrative data, I discuss the way in which rumors and reputations, gendered expectations, and miscommunications complicate the development of strong ties between the middle-school girls and their teachers, leaving the girls wishing for greater support at school. I provide a narrative example of one teachers' care for a student, and I offer suggestions for supporting rural adolescent girls' healthy identity development in school. (Author).
Anmerkungen	College of Education and Human Development. 5766 Shibles Hall, University of Maine, Orono, ME 04469. Tel: 207-581-2761; Web site: http://www.umaine.edu/jrre/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10