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Adolescent Lives in Transition: How Social Class Influences the Adjustment to Middle School PDF

345 Pages·2004·1.26 MB·English
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Adolescent Lives in Transition How Social Class Influences the Adjustment to Middle School DONNA MARIE SAN ANTONIO Adolescent Lives in Transition Adolescent Lives in Transition How Social Class Influences the Adjustment to Middle School Donna Marie San Antonio State University of New York Press Published by State University of New York Press, Albany © 2004 State University of New York Printed in the United States of America No part of this book may be used or reproduced in any manner whatsoever without written permission. No part of this book may be stored in a retrieval system or transmitted in any form or by any means including electronic, electrostatic, magnetic tape, mechanical, photocopying, recording, or otherwise without the prior permission in writing of the publisher. For information, address State University of New York Press, 90 State Street, Suite 700, Albany, N.Y., 12207 Production by Diane Ganeles Marketing by Susan Petrie Library of Congress Cataloging-in-Publication Data San Antonio, Donna Marie, 1951– Adolescent lives in transition: how social class influences the adjustment to middle school / Donna Marie San Antonio. p. cm. Includes bibliographical references and index. ISBN 0-7914-6035-5 (alk. paper) — ISBN 0-7914-6036-3 (pbk. : alk. paper) 1. Middle schools—United States—Sociological aspects—Case studies. 2. Middle school students—United States—Social conditions—21st century— Case studies I. Title. LB1623.5.S26 2004 373.236'0973—dc21 2003050532 10 9 8 7 6 5 4 3 2 1 For my father, Ugo, who encouraged a passionate response to life and awareness of injustice. And for my mother, Caterina, who taught me to live with imagination and persistent optimism. Your love and example have helped guide the way through life’s extraordinary transitions. Contents List of Illustrations ix List of Tables xi Acknowledgments xiii List of People xvii Introduction: Social Class and Adjustment to School in Rural Places 1 Chapter 1. A Methodology for Research with Young Students 17 Part I—The Towns Introduction 49 Chapter 2. Hillside—On the Way to Somewhere Else 53 Chapter 3. Lakeview–Journey’s End 71 Conclusion 87 Part II—The School and its Teachers and Students Introduction 95 Chapter 4. Mountainview Middle School 113 Chapter 5. Sixth Grade Hopes, Seventh Grade Discoveries 123 Chapter 6. A Transition for Parents and Teachers 135 Chapter 7. Classrooms, Teams, and Teaching Styles 143 Chapter 8. How Students Shape Less-Structured Environments 159 Conclusion 173 vii viii Contents Part III—The Emotional, Participatory, and Academic Realms of Students’ Lives Introduction 179 Chapter 9. Peer, Home, and School Self-Esteem 181 Chapter 10. Extracurricular Participation 203 Chapter 11. Ability Grouping 225 Chapter 12. Success and Struggle in the Transition to Middle School 249 Chapter 13. Implications for Research, Policy, and Practice 261 Appendix 1. Comparisons of Educational and Economic Factors 269 Appendix 2. Rubric for Defining Socioeconomic Status Categories 271 Appendix 3. Recommendations of the Carnegie Council on Adolescent Development 273 Appendix 4. Sample Student Questionnaire 275 Appendix 5. Table of Self-Esteem Means 283 Appendix 6. Student Participation Survey 287 Appendix 7. Town and Gender Comparisons of California Achievement Test Scores 289 Notes 293 References 299 Index 313 Illustrations Figures 1.1. Number of Lakeview and Hillside Students in Low, Middle, and High Social Class Categories 29 1.2. Calculated and Perceived Social Class by Town 30 9.1. General Self-Esteem for Lakeview and Hillside Groups 190 9.2. Peer, Home, and School Self-Esteem by Town 192 9.3. General Self-Esteem by Town and Gender 194 9.4. Boys’ General Self-Esteem by Town and Divorce Experience 196 10.1. Boys’ and Girls’ Participation in After-School Activities by Town 212 Maps 1. Mountainview Regional School District 48 2. Center Hillside 52 3. Downtown Lakeview 70 ix

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