The present study examined identification among African American adolescents through the voices of 16 low-income, urban high school students. Gender and ability group differences in school identification were examined through an assessment of students' perceptions of teacher feedback, teacher support and accessibility, and students' perceptions of the roles and purposes of school. Findings suggest patterns across gender and achievement groups regarding students' perceptions of teachers and of schools in general.
ABSTRACT. This research suggests that incongruence between how a child views self and the aspirations pursued can lead to maladaptive externalizing behaviors in the form of activities related to school violence. As such, the purpose of this research is to examine the degree to which negative behaviors exhibited in adolescents are influenced by various degrees of optimism. This research approaches the issue of school violence with great care and because of the broad definitional issues concerning school violence and the nature of that data used in the study the researchers have chosen to reference the concept of school violence as "activities related to school violence."
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