By Camille Gibson
Gibson appears at how student-teacher relationships impact African American men. She studied scholars in Bronx, big apple, colleges. African-American men may possibly begin positive, yet they generally come to understand college as a terrible choice for attaining the "American dream." in its place, they could flip to crime, most of the time drug dealing and violence. Gibson's paintings indicates how lecturers have an effect on this strategy. lecturers are premier once they are "real": being concerned and prepared to proportion of themselves as they go on not just the subject material of the category but in addition the social and cultural capital essential to maximize their scholars possibilities at upward social mobility.
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Gibson appears to be like at how student-teacher relationships impact African American men. She studied scholars in Bronx, manhattan, colleges. African-American men may perhaps commence positive, yet they generally come to understand college as a terrible choice for attaining the "American dream. " as an alternative, they could flip to crime, mostly drug dealing and violence.
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Additional info for Being Real: The Student-Teacher Relationship and African-American Male Delinquency
The interdisciplinariness of the model and the knowledge of the various literatures it represents is a primary strength of the study. The other is its macro-micro rapproachement in examining behaviors in light of the larger social context. Particularly important is that it addresses a psychological component in connecting how certain thoughts may emerge from certain experiences and how those thoughts produce different types of behaviors. In particular, the study isolates the “black box” of student-teacher interaction effects on deviance as it pertains to low-income African-American males in Bronx, New York.
Admittedly, the theoretical model herein would not explain all African-American male juvenile delinquency. The theory is an effort at explaining and presenting promising areas for innovative research on the specific social context of New York City public schools. It is not a model that would explain faux delinquency (situations where an adolescent is tricked into offending), nor is this an effort to explain the actions of truly antisocial psychopathic youth. The subjects herein are humane and feeling students who seemed to have fallen prey to their circumstances.
Attributes of an Effective Teacher to At-Risk Students Teachers High expectations Sincere caring Unconditional positive regard Quick responses to student problems Listening to individuals Flexible instruction Coaching students on matters of interpersonal relations and social skills Pushing students in tasks at which they can succeed, encouraging persistence Closely monitors student progress Communicates effectively with parents about child’s progress and school programs Attributes of an Ineffective Teacher to At-Risk Students Teachers Low expectations Lack of caring Conditional positive regard Slow, if any responses to student problems Not listening to individuals Rigid instruction methods Disinterest in coaching students on matters of interpersonal relations and social skills 34 Being Real Fails to push students in tasks at which they can succeed, fails to encourage persistence Fails to monitors student progress Fails to communicate effectively with parents about child’s progress and school programs • High expectations of students: the researcher looked for things such as a communication from teacher to students that college would be a part of the latter’s future.