High-achieving, low-income students’ perspectives of how schools can promote the academic achievement of students living in poverty
Children and adolescents from low-income families now comprise a majority of public school students nationally. As the number of students from low-income backgrounds increases, so does the achievement gap between them and their wealthier peers. This phenomenological qualitative study examined a nati...
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| Veröffentlicht in: | Improving schools 2019-11, Vol.22 (3), p.224-236 |
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| container_title | Improving schools |
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| creator | Williams, Joseph M Greenleaf, Arie T Barnes, Erin F Scott, Tracey R |
| description | Children and adolescents from low-income families now comprise a majority of public school students nationally. As the number of students from low-income backgrounds increases, so does the achievement gap between them and their wealthier peers. This phenomenological qualitative study examined a national sample of high-achieving, low-income middle school students’ (N = 24) perspectives on what schools can do to promote the academic achievement of students from low-income backgrounds. Three main themes and seven subthemes were identified: create a culture of hope, develop relational networks, and establish meaningful parent–school collaborations. Implications for counselors and educators serving youth living in poverty are discussed. |
| doi_str_mv | 10.1177/1365480218821501 |
| format | Article |
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| ispartof | Improving schools, 2019-11, Vol.22 (3), p.224-236 |
| issn | 1365-4802 1475-7583 |
| language | eng |
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| source | SAGE Complete |
| subjects | Academic Achievement Achievement Gap Adolescents Children Grade 7 High Achievement Low Income Students Middle School Students Parent Student Relationship Phenomenology Poverty Public Schools Student Attitudes |
| title | High-achieving, low-income students’ perspectives of how schools can promote the academic achievement of students living in poverty |
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