The Myth of the American Dream

2018 ◽  
Vol 11 (1) ◽  
pp. 95-115 ◽  
Author(s):  
Leslie Rebecca Bloom ◽  
Danielle Cooperstock ◽  
Gianna Chacon ◽  
Jane Whitford ◽  
Molly Bernard ◽  
...  
Keyword(s):  
Higher Education ◽  
High School ◽  
Social Policy ◽  
American Dream ◽  
School Experiences ◽  
Student Debt ◽  
High School Experiences ◽  
Readers Theater ◽  
Low Incomes ◽  
And Gender

This article presents the script of “The Myth of the American Dream,” a readers theater researched, written, and presented by students in a women's and gender studies class called “Women, Social Class, and Social Policy.” The script illustrates six diverse respondents’ perspectives on how family backgrounds, intersectional identities, and high school experiences influenced college access and experiences, student debt, and current circumstances. The script poses the question: Does higher education, especially for students raised in low incomes, help achieve the American Dream? The article concludes with a reflection on this readers theater and why Bloom includes readers theater projects in her undergraduate classes.

Identify This…

2009 ◽  
Vol 2 (2) ◽  
pp. 209-228 ◽  
Author(s):  
Leslie Rebecca Bloom ◽  
Amanda Reynolds ◽  
Rosemary Amore ◽  
Angela Beaman ◽  
Gatenipa Kate Chantem ◽  
...  
Keyword(s):  
Higher Education ◽  
Life History ◽  
Graduate Students ◽  
Women's Studies ◽  
Essential Elements ◽  
Women's Voices ◽  
Readers Theater ◽  
Creative Pedagogy ◽  
And Gender ◽  
Selection Of

Readers theater productions are meaningful expressions of creative pedagogy in higher education. This article presents the script of a readers theater called Identify This… A Readers Theater of Women's Voices, which was researched, written, and produced by undergraduate and graduate students in a women's studies class called Intersections of Race, Class, and Gender. Section one of the article reproduces the script of Identify This that was based on life history interviews with a diverse selection of women to illustrate intersectional identities. Section two briefly describes the essential elements of the process we used to create and perform Identify This.

High School Experiences and Support Recommendations of Autistic Youth

2019 ◽  
Vol 50 (9) ◽  
pp. 3397-3412
Author(s):  
Kristen Bottema-Beutel ◽  
Josephine Cuda ◽  
So Yoon Kim ◽  
Shannon Crowley ◽  
David Scanlon
Keyword(s):  
High School ◽  
School Experiences ◽  
High School Experiences

Personality Correlates of the High School Experiences of Prospective Teachers

1968 ◽  
Vol 46 (5) ◽  
pp. 473-477
Author(s):  
Donald J. Veldman ◽  
Robert F. Peck ◽  
Herbert G. Richek
Keyword(s):  
High School ◽  
Prospective Teachers ◽  
School Experiences ◽  
High School Experiences ◽  
Personality Correlates

Street Codes in High School: School as an Educational Deterrent

2007 ◽  
Vol 6 (3) ◽  
pp. 173-191 ◽  
Author(s):  
Pedro Mateu–Gelabert ◽  
Howard Lune
Keyword(s):  
High School ◽  
School Environment ◽  
First Generation ◽  
School Experiences ◽  
Academic Values ◽  
Cultural Backgrounds ◽  
First Generation Immigrants ◽  
High School Experiences ◽  
American Students ◽  
The Impact

Elsewhere we have documented how conflict between adolescents in the streets shapes conflict in the schools. Here we consider the impact of street codes on the culture and environment of the schools themselves, and the effect of this culture and on the students’ commitment and determination to participate in their own education. We present the high school experiences of first–generation immigrants and African American students, distinguishing between belief in education and commitment to school. In an environment characterized by ineffective control and nonengaging classes, often students are not socialized around academic values and goals. Students need to develop strategies to remain committed to education while surviving day to day in an unsafe, academically limited school environment. These processes are sometimes seen as minority “resistance” to educational norms. Instead, our data suggest that the nature of the schools in which minority students find themselves has a greater influence on sustaining or dissuading students’ commitment to education than do their immigration status or cultural backgrounds.

Honors Students’ Perceptions of Their High School Experiences

2013 ◽  
Vol 58 (1) ◽  
pp. 35-50 ◽  
Author(s):  
Del Siegle ◽  
Lisa DaVia Rubenstein ◽  
Melissa S. Mitchell
Keyword(s):  
High School ◽  
School Experiences ◽  
Honors Students ◽  
High School Experiences

Implications for Scaling up Advanced Course Offerings and Takings: Evidence from Florida

2016 ◽  
Vol 118 (13) ◽  
pp. 1-22 ◽  
Author(s):  
Patrice Iatarola
Keyword(s):  
High School ◽  
No Child Left Behind ◽  
Student Performance ◽  
Critical Mass ◽  
School Experiences ◽  
Race To The Top ◽  
High School Experiences ◽  
Left Behind ◽  
Course Offerings ◽  
Advanced Courses

This article summarizes a set of research studies that focus on high school course offerings, takings, and effects. Improving high school experiences and having students graduate from high school ready for college are national priorities under President Obama's Race to the Top initiative. Doing so by expanding access to advanced courses dates back a decade to President George W. Bush and the National Governors Association's efforts in the No Child Left Behind era. Courses are still seen as the gateway to higher student performance and access to college. From research done in collaboration with Dylan Conger and Mark Long, we found that taking more rigorous math courses increases students’ likelihood of being ready for college math, and that gaps in math course taking explain about one third of the gap between White and Black students and White and Hispanic students’ readiness for college. Advanced courses do matter—even taking just one advanced course improves students’ test scores, likelihood of graduating from high school, and likelihood of attending a four-year university. Schools, however, could do more to overcome the gap. We found that the best predictor of schools’ offering advanced courses was their having a critical mass of students with very high prior achievement. Resources, however, were not a factor.

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