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Urban minority students' conceptions...

Chaves, Anna Paula.

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Urban minority students' conceptions of educational and vocational resources and barriers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Urban minority students' conceptions of educational and vocational resources and barriers./
作者:	Chaves, Anna Paula.
面頁冊數:	170 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2857.
Contained By:	Dissertation Abstracts International64-08A.
標題:	Education, Vocational. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3103274

Urban minority students' conceptions of educational and vocational resources and barriers.
Chaves, Anna Paula.

Urban minority students' conceptions of educational and vocational resources and barriers. - 170 p.

Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2857.

Thesis (Ph.D.)--Boston College, 2003.

This study set forth to understand how urban minority youth experience resources and barriers in relation to their educational and vocational development. Using an exploratory, qualitative methodology, interviews were conducted with 10 boys and 10 girls to identify perceived facilitative factors and obstacles and to investigate how these factors influence educational and vocational trajectories from the perspective of urban minority youth. All participants were enrolled in the 9<super>th</super> grade and attended the same urban, public high school. Analysis of the narrative data was informed by Strauss and Corbin's (1998) method of grounded theory. The findings that emerged suggested that the youth held a multifaceted understanding of the factors that influence their educational and vocational development. The narrative data demonstrated that these factors are complex and are experienced within multiple ecological levels, including those related to the self, the family, the peer network, the school context, the community, and the sociopolitical structure. The findings also suggested that the boys and girls in this study had different experiences of some of the resources and barriers identified. The results are discussed in light of current perspectives on the educational and vocational development of urban minority youth. Directions for future research and implications for work with urban adolescents are also discussed.Subjects--Topical Terms:

1017499
Education, Vocational.

Urban minority students' conceptions of educational and vocational resources and barriers.
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520 $a This study set forth to understand how urban minority youth experience resources and barriers in relation to their educational and vocational development. Using an exploratory, qualitative methodology, interviews were conducted with 10 boys and 10 girls to identify perceived facilitative factors and obstacles and to investigate how these factors influence educational and vocational trajectories from the perspective of urban minority youth. All participants were enrolled in the 9<super>th</super> grade and attended the same urban, public high school. Analysis of the narrative data was informed by Strauss and Corbin's (1998) method of grounded theory. The findings that emerged suggested that the youth held a multifaceted understanding of the factors that influence their educational and vocational development. The narrative data demonstrated that these factors are complex and are experienced within multiple ecological levels, including those related to the self, the family, the peer network, the school context, the community, and the sociopolitical structure. The findings also suggested that the boys and girls in this study had different experiences of some of the resources and barriers identified. The results are discussed in light of current perspectives on the educational and vocational development of urban minority youth. Directions for future research and implications for work with urban adolescents are also discussed.
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