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Through a Limiting Lens: Comparing Student, Parent, and Teacher Perspectives of African American Boys' Support for School
Beginning of article
Abstract
Three qualitative case studies of elementary school African American boys demonstrate differing perspectives of the school-related support that students experience. Three boys, their teachers, and their parents/guardians identified various individuals as supportive in the boys' schooling. These individuals included co-residential family members, other family, and unrelated significant adults. Interviewees reported various forms of support, including encouraging talk, instrumental help, and non-school activities that serve to develop positive personal qualities. However, the cases suggest that individuals can frequently differ in their recognition of school-related support, …
