Abstract:
The focus of this study is to examine the social and academic experiences of low-income
girls in an urban middle school, and to understand, from the girls' perspectives, how to
improve urban education for their benefit. Study participants included seven girls who
were interviewed three times toward the end of their eighth grade year. In addition to
interviews, the girls also provided written artifacts that they believed described them as
people and students. After the researcher extracted and coded themes from what the girls
said about their experiences, member checking was completed. The results of the study
were written as seven separate case studies. Additionally, the themes that arose from the
study were explored and discussed. This study found that, while the girls generally
enjoyed middle school more than they expected to, they had suggestions for improving
the middle school experience. The most salient theme to arise from the study was that the
girls felt that teachers and educators talk too much and seldom listen. Recommendations
for educators include the following: provide school day time for students to discuss race
and gender issues; find ways to make school more personal for students; listen to what
girls have to say; and talk less.
