Adolescent Lives in Transition: How Social Class Influences by Donna Marie San Antonio

By Donna Marie San Antonio

Addressing the problems of academic fairness and social type range, Donna Marie San Antonio files the demanding situations youngsters face while making the transition from easy university to center institution. The publication explores the values, assets, and methods of interacting that scholars from diversified fiscal backgrounds convey from their households and groups, and the way they're enabled or discouraged from integrating those resources of their new institution setting.

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The conversations we had during these home visits gave me a chance to take in parental concerns about the transition to middle school and attitudes toward education. These visits gave me a glimpse of family life and the physical surroundings that were home to each of the students—the tone, pace, and sensations of their lives. ” All these and countless many other experiences gave me an essential (and, of course, incomplete) contextual understanding of the lives of the children in this study. Meeting with families in their homes, making my intentions, biases and research goals known, and asking for their trust and commitment made me feel vulnerable and this vulnerability helped me grasp what I was asking these children to do.

The conversation that pursued was an amazing comparing of notes about where they buy their clothes, why some students are called “snobs,” and misunderstandings about Hillside and Lakeview. The Lakeview students had never been to Center Hillside before—a fact that Hillside and Two Rivers students found incredible. At the end of this session, the Lakeview students rode with me as I dropped off Hillside-Two Rivers students 36 Adolescent Lives in Transition at home. ” Over and over again I noticed how exposure to each other enhanced student’s self-understanding and awareness of others.

I asked this question of all students at the beginning and at the end of seventh grade, and categorized their answers into low, middle, and high scores of perceived social status. In general, their responses remained stable over time, indicating that perceptions of social class status were not influenced to a large degree by exposure to greater economic diversity. These responses do suggest, however, that students made within-town comparisons that influenced how well off they perceived themselves to be.

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