Literaturnachweis - Detailanzeige
| Autor/in | Stahl, Garth |
|---|---|
| Titel | 'They Make Time for You': Upwardly Mobile Working-Class Boys and Understanding the Dimensions of Nurturing and Supportive Student-Teacher Relationships |
| Quelle | In: Research Papers in Education, 37 (2022) 6, S.975-991 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Stahl, Garth) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0267-1522 |
| DOI | 10.1080/02671522.2021.1905705 |
| Schlagwörter | Teacher Student Relationship; Males; Socioeconomic Status; Disadvantaged; Masculinity; Self Esteem; Academic Aspiration; Well Being; Foreign Countries; Transitional Programs; College Students; Educational Experience; High School Seniors; Australia |
| Abstract | Improving the academic and social outcomes of boys -- specifically boys from low-SES backgrounds -- remains of international importance. With this in mind, research continues to document the ways in which relational learning is integral for the well-being of students, specifically those students in disadvantaged school contexts. This paper focuses on relational learning as an important resource that marginalised young men draw upon, informing their future orientation towards higher education beyond their compulsory schooling. Within studies of men and masculinities, the affective turn has recently played a significant role in how we understand men as relational. Focusing upon a cohort of boys from some of the poorest urban regions in Australia, the paper addresses how their affective relationships with teachers contribute not only to their conception of themselves as learners but also their general well-being, confidence and aspirations. Through highlighting two trends in the data -- "Teacher as Persistent Nurturer" and "Teacher as Supporter" -- the research presented extends two lines of inquiry. First, understanding student-teacher relationships in disadvantaged educational contexts and, second, the importance of positive student-teacher relationships for working-class boys who have historically disengaged from their education. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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