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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.
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
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED397168
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PubType: Report
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  Data: Keeping Inner-City Youth in School: Critical Experiences of Black Young Women.
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Danziger%2C+Sandra+K%2E%22">Danziger, Sandra K.</searchLink><br /><searchLink fieldCode="AR" term="%22Farber%2C+Naomi+B%2E%22">Farber, Naomi B.</searchLink><br /><searchLink fieldCode="AR" term="%22Wisconsin+Univ%2E%2C+Madison%2E+Inst%2E+for+Research+on+Poverty%2E%22">Wisconsin Univ., Madison. Inst. for Research on Poverty.</searchLink>
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Institute for Research on Poverty, 1180 Observatory Dr., Madison, WI 53706 ($3.50).
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 28
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1990
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Spencer Foundation, Chicago, IL.<br />Michigan Univ., Ann Arbor. Rackham Graduate School.<br />Department of Health and Human Services, Washington, DC.<br />Ford Foundation, New York, NY.
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  Data: Reports - Research
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Academic+Persistence%22">Academic Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Black+Students%22">Black Students</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Parenthood%22">Early Parenthood</searchLink><br /><searchLink fieldCode="DE" term="%22Experience%22">Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22Inner+City%22">Inner City</searchLink><br /><searchLink fieldCode="DE" term="%22Interviews%22">Interviews</searchLink><br /><searchLink fieldCode="DE" term="%22Mothers%22">Mothers</searchLink><br /><searchLink fieldCode="DE" term="%22School+Holding+Power%22">School Holding Power</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Support+Groups%22">Social Support Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Youth%22">Urban Youth</searchLink><br /><searchLink fieldCode="DE" term="%22Withdrawal+%28Education%29%22">Withdrawal (Education)</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Michigan+%28Detroit%29%22">Michigan (Detroit)</searchLink><br /><searchLink fieldCode="DE" term="%22Wisconsin+%28Milwaukee%29%22">Wisconsin (Milwaukee)</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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)
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 1996
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED397168
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED397168
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 28
    Subjects:
      – SubjectFull: Academic Persistence
        Type: general
      – SubjectFull: Adolescents
        Type: general
      – SubjectFull: Black Students
        Type: general
      – SubjectFull: Early Parenthood
        Type: general
      – SubjectFull: Experience
        Type: general
      – SubjectFull: Females
        Type: general
      – SubjectFull: Inner City
        Type: general
      – SubjectFull: Interviews
        Type: general
      – SubjectFull: Mothers
        Type: general
      – SubjectFull: School Holding Power
        Type: general
      – SubjectFull: Social Support Groups
        Type: general
      – SubjectFull: Urban Schools
        Type: general
      – SubjectFull: Urban Youth
        Type: general
      – SubjectFull: Withdrawal (Education)
        Type: general
      – SubjectFull: Michigan (Detroit)
        Type: general
      – SubjectFull: Wisconsin (Milwaukee)
        Type: general
    Titles:
      – TitleFull: Keeping Inner-City Youth in School: Critical Experiences of Black Young Women.
        Type: main
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      – PersonEntity:
          Name:
            NameFull: Wisconsin Univ., Madison. Inst. for Research on Poverty.
      – PersonEntity:
          Name:
            NameFull: Danziger, Sandra K.
      – PersonEntity:
          Name:
            NameFull: Farber, Naomi B.
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      – BibEntity:
          Dates:
            – D: 01
              M: 12
              Type: published
              Y: 1990
ResultId 1