This cross-case qualitative study follows three Latino boys at a small, college-preparatory high school in a large California city during the second half of the students’ ninth grade year. All three boys had failed one or more core academic courses in the first semester of ninth grade, putting them at potential risk of dropout. Through observations, student interviews, parent interviews, and teacher focus groups, the research sought to better understand the role of student-teacher relationships in student engagement and development of mastery and self-efficacy. Notions of “care” (i.e. student demonstration of “care” for their learning and teacher demonstration of “care” for the student) and questions around the role of race and class differences between the students and their teachers were examined to build a more robust understanding of how relationships between students and teachers impact effort, skill development, and self-concept.
|Advisor:||Ershler Richert, Anna|
|Commitee:||Christopher, Susan, Donahue, David, Zirkel, Sabrina|
|Department:||Education - Educational Leadership|
|School Location:||United States -- California|
|Source:||DAI-A 76/12(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Educational psychology, Secondary education, Latin American Studies, Gender studies|
|Keywords:||Secondary education, Self-efficacy, Stereotype threat, Student achievement, Student engagement, Student-teacher relationships|
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