Keeping Inner-City Youth in School: Critical Experiences of Black Young Women.
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| Title: | Keeping Inner-City Youth in School: Critical Experiences of Black Young Women. |
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| Language: | English |
| Authors: | Danziger, Sandra K., Farber, Naomi B., Wisconsin Univ., Madison. Inst. for Research on Poverty. |
| Availability: | Institute for Research on Poverty, 1180 Observatory Dr., Madison, WI 53706 ($3.50). |
| Peer Reviewed: | N |
| Page Count: | 28 |
| Publication Date: | 1990 |
| Sponsoring Agency: | Spencer Foundation, Chicago, IL. Michigan Univ., Ann Arbor. Rackham Graduate School. Department of Health and Human Services, Washington, DC. Ford Foundation, New York, NY. |
| Document Type: | Reports - Research |
| Descriptors: | Academic Persistence, Adolescents, Black Students, Early Parenthood, Experience, Females, Inner City, Interviews, Mothers, School Holding Power, Social Support Groups, Urban Schools, Urban Youth, Withdrawal (Education) |
| Geographic Terms: | Michigan (Detroit), Wisconsin (Milwaukee) |
| Abstract: | This paper analyzes an understudied dimension of inner-city education--the diverse nature of women's personal experiences and levels of success in school and the kinds of supportive resources they receive. The data are from qualitative interviews with 53 black teen mothers and their nonparent peers who reside in Detroit (Michigan) or Milwaukee (Wisconsin). Findings suggest that, in general, the nonparents have more success in school; however, some teen mothers were relatively successful in remaining attached to schooling. The more successful young women cited support for schooling in the three broad categories of personal traits, family support, and role models in the community or school. The findings suggest that the worst educational consequences of early parenthood in this population may be mitigated by the intervention of caring individuals inside and external to the family and by nurturing the young women's personal strengths. Social work research and practice should assess these components and their relationships shared by many inner-city women so as to develop better ways to nurture their attachment to schooling. (Contains 2 tables and 21 references.) (Author/SLD) |
| Entry Date: | 1996 |
| Accession Number: | ED397168 |
| Database: | ERIC |
| Abstract: | This paper analyzes an understudied dimension of inner-city education--the diverse nature of women's personal experiences and levels of success in school and the kinds of supportive resources they receive. The data are from qualitative interviews with 53 black teen mothers and their nonparent peers who reside in Detroit (Michigan) or Milwaukee (Wisconsin). Findings suggest that, in general, the nonparents have more success in school; however, some teen mothers were relatively successful in remaining attached to schooling. The more successful young women cited support for schooling in the three broad categories of personal traits, family support, and role models in the community or school. The findings suggest that the worst educational consequences of early parenthood in this population may be mitigated by the intervention of caring individuals inside and external to the family and by nurturing the young women's personal strengths. Social work research and practice should assess these components and their relationships shared by many inner-city women so as to develop better ways to nurture their attachment to schooling. (Contains 2 tables and 21 references.) (Author/SLD) |
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