By Donna Marie San Antonio
Learn at the influence of social classification variables on stories of children as they transition to heart college.
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Additional resources for Adolescent Lives in Transition: How Social Class Influences the Adjustment to Middle School
Wells, 1996). I chose not to use this approach because, being considerably older than twelve, I was skeptical of the idea that I would blend in with the research participants. It was immediately clear that I needed to have personal clarity regarding my research role, and I needed to make my role and purpose explicit to research participants, their parents, and school staff. However, as I interacted with students and their families, I found that the way I defined this role was a negotiated process, requiring constant reflection and modification.
Chapter 8 describes how students shape their environment during unstructured times of the day. The material for this chapter came from observations of students at the beginning of the third quarter when they were well into the seventh grade year. By spending time in lessregulated settings—the school bus, lunchroom, and corridors—I witnessed the anticipated and surprising ways students interacted by their own rules, and I pondered whose rules had more sway in these peer interactions. Social Class and Adjustment to School 15 School Adjustment: A Central Task of Childhood at the Microlevel The transition to a diverse, supportive, and challenging middle school environment may provide expanded opportunities and more flexible ways of viewing oneself and others but in environments that do not acknowledge diversity, fail to afford adequate support, or fall short in providing academic rigor, this transition may pave the way for misunderstanding, anxiety, and underachievement (Carnegie Council on Early Adolescent Development, 1989).
The home visits gave me the important opportunity to establish a connection with parents and students in their own territory. I believed that the success of the project—the retention of students and the quality of the information they would give me—would be positively influenced by this initial visit and the trust and openness that it encouraged. The conversations we had during these home visits gave me a chance to take in parental concerns about the transition to middle school and attitudes toward education.