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Staging changes: How low-income urba...

DeMeulenaere, Eric Joseph.

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Staging changes: How low-income urban students negotiate the improvement of their school performances and the transformation of their academic identities.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Staging changes: How low-income urban students negotiate the improvement of their school performances and the transformation of their academic identities./
作者:	DeMeulenaere, Eric Joseph.
面頁冊數:	270 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3240.
Contained By:	Dissertation Abstracts International64-09A.
標題:	Anthropology, Cultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3105198
ISBN:	9780496527656

Staging changes: How low-income urban students negotiate the improvement of their school performances and the transformation of their academic identities.
DeMeulenaere, Eric Joseph.

Staging changes: How low-income urban students negotiate the improvement of their school performances and the transformation of their academic identities. - 270 p.

Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3240.

Thesis (Ph.D.)--University of California, Berkeley, 2003.

This study examines urban students who showed improvements in their school performances. Using a qualitative case study approach, it investigates the experiences of seven low-income urban high school students working to develop and maintain successful school performances. These students' earlier schooling experiences revealed low levels of academic achievement and high levels of disciplinary actions. Yet subsequently each underwent a unique process of transforming their school practice and academic identity. This study investigated two questions related to this transformation. First, what are the social and cultural forces that promote and help maintain such transformations? Second, how do students negotiate the varied contexts they face to maintain their academic transformations?

ISBN: 9780496527656Subjects--Topical Terms:

735016
Anthropology, Cultural.

Staging changes: How low-income urban students negotiate the improvement of their school performances and the transformation of their academic identities.
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245 1 0 $a Staging changes: How low-income urban students negotiate the improvement of their school performances and the transformation of their academic identities.
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500 $a Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3240.
500 $a Co-Chairs: Pedro Noguera; Jabari Mahiri.
502 $a Thesis (Ph.D.)--University of California, Berkeley, 2003.
520 $a This study examines urban students who showed improvements in their school performances. Using a qualitative case study approach, it investigates the experiences of seven low-income urban high school students working to develop and maintain successful school performances. These students' earlier schooling experiences revealed low levels of academic achievement and high levels of disciplinary actions. Yet subsequently each underwent a unique process of transforming their school practice and academic identity. This study investigated two questions related to this transformation. First, what are the social and cultural forces that promote and help maintain such transformations? Second, how do students negotiate the varied contexts they face to maintain their academic transformations?
520 $a The findings were framed around Erving Goffman's theoretical lens of life as a theatrical performance. This study's examination of the first question utilized the imagery of outside forces directing students' performances in and out of school. The findings revealed four general themes that worked to support improvements in school performance: structure and discipline; encouragement and resource support; future thinking; and modeling. Findings regarding the varied contexts students negotiated to achieve and maintain their successful performances were examined in terms of the ways students strategically scripted their varied repertoires . These findings revealed that students enacted various strategies to maintain success while maintaining status in various contexts, including managing time and space, justifying successful performances by displacing blame, performing varied aspects of identity, and, finally, balancing in the margins of incongruent worlds. A third level of analysis of the findings included examining the manner in which students frequently were forced to improvise their performances. Such improvisations highlighted the fluidity of identity students in this study exhibited.
520 $a While educational programs and policies are frequently designed to generate such transformations, little research has investigated the complex negotiation required by students undergoing such changes. This study assists in the development of this theoretical understanding while also expanding and challenging educational theories related to racial and cultural identity's influence on academic identities. Additionally, this study provides and calls for the incorporation of a processual analysis into the typical focus on outcomes traditionally found in educational research.
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790 1 0 $a Mahiri, Jabari, $e advisor
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