1999
DOI: 10.1177/0042085999344002
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Culturally Diverse High-Achieving Students in an Urban High School

Abstract: Many high ability students from culturally diverse populations exist in large economically deprived urban environments and they are often included in the statistical reports of high school dropouts. A 3-year investigation of the culture of highability, high-achieving students in an urban high school was undertaken by researchers from the National Research Center on the Gifted and Talented. Through ethnographic interviews and case study methods, descriptions emerged of culturally diverse teenagers who achieved … Show more

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Cited by 66 publications
(55 citation statements)
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“…The region urbanisation, job market features and schools availability are aspects often referred to as community factors influencing student dropout (Lyche, 2010;De Witte et al, 2013;. Besides the degree of certain region's development, as even more significant are considered social factors that could reduce the dropout rate: positive education valuation in the wider community and culture, absence of prejudice and discrimination against minority groups and encouraging supportive peer networks (Blue & Cook, 2004;Cooper et al, 2005;Entwisle et al, 2005;Herbert & Reis, 1999;Kalmijn & Kraaykamp, 2003;Lyche, 2010). More specifically, the authors stress the characteristics of the entire education system that influence students' dropout directly, through law regulations and policy measures, but also indirectly, by affecting the functioning of particular schools.…”
Section: Systemic Factorsmentioning
confidence: 99%
“…The region urbanisation, job market features and schools availability are aspects often referred to as community factors influencing student dropout (Lyche, 2010;De Witte et al, 2013;. Besides the degree of certain region's development, as even more significant are considered social factors that could reduce the dropout rate: positive education valuation in the wider community and culture, absence of prejudice and discrimination against minority groups and encouraging supportive peer networks (Blue & Cook, 2004;Cooper et al, 2005;Entwisle et al, 2005;Herbert & Reis, 1999;Kalmijn & Kraaykamp, 2003;Lyche, 2010). More specifically, the authors stress the characteristics of the entire education system that influence students' dropout directly, through law regulations and policy measures, but also indirectly, by affecting the functioning of particular schools.…”
Section: Systemic Factorsmentioning
confidence: 99%
“…Surveys of dropout established that the -risk is lower in communities where peer groups consist of children motivated to learn (Herbert & Reis, 1999;1983). Early school leavers mainly socialise with those who have poor academic achievementsor who dropped out of school (BattinPearson et al, 2000;Cairns, Cairns & Neckerman, 1989;Lee & Ip, 2003) and are often prone to risky behaviour (Lee & Ip, 2003).…”
Section: Earlier Studies On Community and Systemic Factorsmentioning
confidence: 99%
“…Schools in large urban areas where immigrant students are concentrated have been the focus o f most studies on ESL students and programs (Gunderson, 2000;Watt & Roessingh, 1994;Derwing, DeCorby, Ichikawa, & Jamieson, 1999;Hébert & Reis, 1999).…”
Section: Setting the Context O F The Studymentioning
confidence: 99%
“…Many of the studies focusing on ESL programs and ESL students' success and failure stories in schools in large urban areas (Gunderson, 2000;Watt & Roessingh, 1994;Derwing et al, 1999;Hébert & Reis, 1999) can be criticized for giving too little attention to the ways in which context shapes ESL policies and practices. For example, few researchers have studied the impact of having proportionately few ESL students in a school.…”
Section: Setting the Context O F The Studymentioning
confidence: 99%
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