Intervening in Alienation: The Outcomes for Urban Youth of Participating in School Activism

Autor/in	Taines, Cynthia
Titel	Intervening in Alienation: The Outcomes for Urban Youth of Participating in School Activism
Quelle	In: American Educational Research Journal, 49 (2012) 1, S.53-86 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831211411079
Schlagwörter	Urban Schools; Neighborhood Schools; Urban Youth; Intervention; Alienation; Activism; Student School Relationship; Equal Education; Underachievement; Rejection (Psychology); Interviews; Student Participation; Community Programs; Academic Achievement; Educational Change + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Youth; Jugend; Entfremdung; Aktivismus; Politischer Protest; Schüler-Lehrer-Beziehung; Performance deficiency; Leistungsschwäche; Ablehnung; Interviewing; Interviewtechnik; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schulleistung; Bildungsreform
Abstract	This article investigates whether school activism diminishes the alienation that accompanies urban youths' observations of unequal educational conditions, and often leads to underachievement and school rejection. The study is based on interviews with 13 urban youth about their participation in a community-based program that supports education organizing. Findings reveal that school activism is a promising intervention that encourages more constructive responses to schooling. However, the opportunity to participate in school activism was more influential for students who were already integrated into school life and initially felt less acutely alienated. Implications for enhancing the prevalence of success among urban students are considered. (Contains 2 notes and 5 tables.) (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: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10