The Adults Talk Too Much : Interviews With Low-Income Urban Middle School Girls

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Show simple item record Farris-Vermeer, Heather K. 2012-06-13T15:54:53Z 2012-06-13T15:54:53Z 2010-11
dc.identifier.other 2010 .F249
dc.description 96 leaves en_US
dc.description.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. en_US
dc.language.iso en_US en_US
dc.publisher Drake University en_US
dc.relation.ispartofseries Drake University, School of Education;2010
dc.subject Junior high school girls--Social aspects en_US
dc.subject Education, Urban en_US
dc.subject Low-income students--Education (Middle school)--Interviews en_US
dc.title The Adults Talk Too Much : Interviews With Low-Income Urban Middle School Girls en_US
dc.type Dissertation en_US

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