The Dual Expectations Gap. Divergent Perspectives on the Educational Aspirations of Spanish Roma Families

Latino boys and young men often carry the debt of violence into different spaces. This invisible trauma manifests into disruptive behaviors in schools. It is well documented that violence in urban communities and schools has received significant attention from researchers, but little attention has been paid to Latino male youth as individuals and the various forms of violence they have experienced, and how that impacts educational persistence. This qualitative study focuses on 26 Latino male middle and high school students who are attending two continuation schools to understand the types of violence they have experienced and their educational aspirations after high school.

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The Academic Honesty Expectations Gap: An Analysis of Student and Faculty Perspectives

SSRN Electronic Journal ◽

10.2139/ssrn.649765 ◽

2005 ◽

Cited By ~ 1

Author(s):

Robert L. Braun ◽

H. Lynn Stallworth ◽

Donald P. Cram

Keyword(s):

Academic Honesty ◽

Faculty Perspectives ◽

Expectations Gap

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School Belonging, Educational Aspirations, and Academic Self-Efficacy among African American Male High School Students: Implications for School Counselors

Professional School Counseling ◽

10.1177/2156759x0801100503 ◽

2008 ◽

Vol 11 (5) ◽

pp. 2156759X0801100

Author(s):

Chinwe J. Uwah ◽

H. George McMahon ◽

Carolyn F. Furlow

Keyword(s):

High School Students ◽

School Counselors ◽

Self Efficacy ◽

African American Male ◽

Educational Aspirations ◽

School Belonging ◽

School Students ◽

Male High School ◽

Academic Self Efficacy ◽

Perceptions Of School

While academic self-efficacy is widely considered an individual cognitive variable, it may be influenced by a sense of belonging and connection to others in the school community. Using a correlation and multiple regression design, the study in this article examined the relationship between perceptions of school belonging, educational aspirations, and academic self-efficacy among 40 African American male high school students. Results indicated that feeling encouraged to participate and educational aspirations were significant, positive predictors of academic self-efficacy. Other components of perceptions of school belonging were not significant in predicting academic self-efficacy. Recommendations for future research and practical suggestions for school counselors are discussed.

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