An Understanding of Academic Excellence through the Ethnography of High and Low Achieving Secondary School Students.

Autor/in	Cuellar, Alfredo
Titel	An Understanding of Academic Excellence through the Ethnography of High and Low Achieving Secondary School Students.
Quelle	(1991), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Achievement Need; Comparative Analysis; Dropouts; Ethnography; Family Influence; Field Studies; Grade 10; High Achievement; High Risk Students; High School Students; High Schools; Hispanic American Students; Hispanic Americans; Interpersonal Relationship; Low Achievement; Peer Influence; Student Attitudes; Teacher Student Relationship; Urban Schools + Suchen Sie Ihr Suchwort? Schulleistung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Ethnografie; Praxisforschung; Problemschüler; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Unterdurchschnittliche Leistung; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	An ethnographic study is presented, which attempts to gain a better understanding of the gap between California high school students who are at-risk, who eventually drop out, and who are academically successful. Focus is on families, teacher student relationships, peer influence, and social context. A sample of 10 high achieving and 10 low achieving high school sophomores is used. All of the students are of Hispanic origin and attended Calexico (California) High School. The study involves two interviews at the student's houses (one with the student and one with the student's parents), two classroom observations, and interviews with teachers and friends. Findings indicate that high achievers asked questions and developed successful relationships with teachers they trusted who taught using practical examples. These students' families supported them by their involvement in and concern about education. In addition, successful students allowed friends to support their academic needs and often took a leadership role in explaining concepts to peers. Low achievers disdained school, disregarded homework, disrupted class, copied homework, and often missed classes. Their families offered limited support and were beset with economic problems. Friends of these students had an adverse influence on academic achievement. (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC