scholarly journals Educational Experiences of Incarcerated Youth: Doing School While Doing Time

2016 ◽  
Author(s):  
◽  
Janine Yvonne Saunders
Keyword(s):  
Educational Experiences ◽  
Incarcerated Youth ◽  
Doing School

Educational Experiences: Voices of Incarcerated Male Youth & School-to-Prison Pipeline

2021 ◽  
pp. 54-72
Author(s):  
Everett Singleton
Keyword(s):  
School Violence ◽  
Educational Experiences ◽  
Academic Failure ◽  
Incarcerated Youth ◽  
Male Youth ◽  
Personal Lives ◽  
Parental Neglect ◽  
Indirect Impact ◽  
Complex Events ◽  
Personal Challenges

Youth who experience academic failure are at a greater risk for involvement in delinquency. While studies have revealed a myriad of factors for such failure, the perceptions of these youth regarding their educational experiences have proven to be one of the most valuable resources regarding the systematic barriers to academic achievement. The purpose of this study was to understand how incarcerated male youth perceive their educational experiences. Results indicated that some incarcerated youth make meaning of their educational experiences through a series of complex events, changes, and circumstances occurring in their school and personal lives. Some of these were positive, while others often exposed them to unhealthy environments, substance abuse, and criminal elements. Although their experiences varied, it was clear that failure was an ongoing occurrence throughout their academic journey. Their stories were also rife with suspensions, expulsion, truancy, retention, academic failure, school violence, poverty, and parental neglect; furthermore, youth revealed personal challenges that had a direct or indirect impact on their academic journey, including feeling of inferiority due to their academic shortcomings.

Influencing Beliefs in Incarcerated Youth: Evaluation of a Three Week Teen Relationship Violence Intervention

2007 ◽  
Author(s):  
Brandon A. Yabko ◽  
Linda Sevilla ◽  
Luis F. Kallberg ◽  
Liliana Nuila ◽  
Yiase Brunette
Keyword(s):  
Incarcerated Youth ◽  
Relationship Violence ◽  
Violence Intervention

Upaya Meningkatkan Efikasi Diri Melalui Layanan Bimbingan Konseling

2020 ◽  
Vol 3 (1) ◽  
pp. 48-59
Author(s):  
Nona Nurfadhilla
Keyword(s):  
Self Efficacy ◽  
Counseling Services ◽  
Guidance And Counseling ◽  
School Work ◽  
Analysis Techniques ◽  
Qualitative Descriptive ◽  
Doing School ◽  
Good Learning ◽  
Using Data ◽  
Collection Methods

This article aims to look at how to improve self-efficacy through guidance and counseling services at SMP 1 Pleret, Yogyakarta. This type of research is qualitative descriptive, data collection methods through interviews and observations. Data analysis techniques using data reduction, data presentation and drawing conclusions. Results and discussion that there are still many students who have low self-efficacy so they are difficult to achieve good learning outcomes. This is proven by some students rarely doing school work and rarely doing homework also do not have the motivation to excel. BK teachers try through guidance and counseling services in the form of a preventive approach for those with high self-efficacy and a curative approach for students with low self-efficacy. Such as helping students to convince themselves that students are able to do tasks even though it is difficult and able to excel and to convince students to avoid feeling inferior about themselves. Guidance and counseling provided by BK teachers shows significant changes in some students who already have high self-efficacy. So it can be concluded that through guidance and counseling can be an effort to improve student self-efficacy.

UKRAINIAN UNIVERSITY STUDENTS IN CANADA: CULTURAL CAPITAL AND EDUCATIONAL EXPERIENCES

2017 ◽  
Author(s):  
Max Antony-Newman
Keyword(s):  
Qualitative Research ◽  
University Students ◽  
Cultural Capital ◽  
Social Inequality ◽  
Extracurricular Activities ◽  
Social Reproduction ◽  
Educational Experiences ◽  
Pierre Bourdieu ◽  
Structured Interviews ◽  
Print Access

This qualitative research involving semi-structured interviews with Ukrainian university students in Canada helps to understand their educational experience using the concept of cultural capital put forward by Pierre Bourdieu. It was found that Ukrainian students possess high levels of cultural capital, which provides them with advantage in Canada. Specific patterns of social inequality and state-sponsored obstacles to social reproduction lead to particular ways of acquiring cultural capital in Ukraine represented by a more equitable approach to the availability of print, access to extracurricular activities, and popularity of enriched curriculum. Further research on cultural capital in post-socialist countries is also discussed.

Making Youth Matter

2018 ◽  
Vol 11 (2) ◽  
pp. 70-93
Author(s):  
Celeste Hawkins
Keyword(s):  
African American ◽  
African American Students ◽  
African American Male ◽  
Research Study ◽  
Educational Experiences ◽  
Male Students ◽  
African American Male Students ◽  
American Students ◽  
And Gender ◽  
K 12

This article focuses on findings from a subgroup of African-American male students as part of a broader qualitative dissertation research study, which explored how exclusion and marginalization in schools impact the lives of African-American students. The study focused on the perspectives of youth attending both middle and high schools in Michigan, and investigated how students who have experienced forms of exclusion in their K–12 schooling viewed their educational experiences. Key themes that emerged from the study were lack of care, lack of belonging, disrupted education, debilitating discipline, and persistence and resilience. These themes were analyzed in relation to their intersectionality with culture, ethnicity, race, class, and gender.

Confronting Positionality

Journal ◽  
1969 ◽  
Vol 2 (1) ◽  
Author(s):  
Judith Okely
Keyword(s):  
Teaching And Learning ◽  
Educational Experiences ◽  
Embodied Knowledge ◽  
Engaged Learning ◽  
Time And Space ◽  
Subjective Knowledge ◽  
The Individual ◽  
Participant Observer

Drawing on a multiplicity of learning, teaching and educational experiences, I argue that understanding positionality, or the specificity of each individual, triggers necessary unlearning. Confronting hitherto hidden, subjective knowledge may be the means to recognize grounded learning as ethnocentric and time and space specific. The individual may learn positionality through unexpected contrast, especially through anthropology. The anthropologist is the participant observer, analyst and writer - no managerial delegator, but directly engaged. Learning through engaged action, anthropologists unlearn what they have consciously and unconsciously absorbed from infancy. New embodied knowledge is often gained through making mistakes in other unknown contexts, thus fostering unlearning. This article explores the above themes through an autobiographical account of experiences of both teaching and learning.

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