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ERIC Number: EJ1001615
Record Type: Journal
Publication Date: 2012
Pages: 20
Abstractor: As Provided
Reference Count: 50
ISBN: N/A
ISSN: ISSN-1059-308X
Through a Limiting Lens: Comparing Student, Parent, and Teacher Perspectives of African American Boys' Support for School
Hilgendorf, Amy E.
School Community Journal, v22 n2 p111-130 2012
Three qualitative case studies of elementary school African American boys demonstrate differing perspectives of the school-related support that students experience. Three boys, their teachers, and their parents/guardians identified various individuals as supportive in the boys' schooling. These individuals included co-residential family members, other family, and unrelated significant adults. Interviewees reported various forms of support, including encouraging talk, instrumental help, and non-school activities that serve to develop positive personal qualities. However, the cases suggest that individuals can frequently differ in their recognition of school-related support, dependent upon the lenses through which they view it. In particular, limited notions of "family" and involvement can constrain the support that school staff identifies. These findings have significant implications for schools' promotion of school-related support and for home-school relations. (Contains 2 endnotes.)
Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 217-732-6462; Fax: 217-732-3696; Web site: http://www.adi.org/journal
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A