Friday, June 22, 2007
JRRE Publication
A message from Alan Parks (alan_parks@umit.maine.edu).
The Journal of Research in Rural Education has just published Volume 22Number 6,
“If teachers are good to you”: Caring for Rural Girls in the Classroom, by Erin E. Seaton. It can be accessed directly from http://www.umaine.edu/jrre/22-6.htm
Abstract: This article explores eight rural middle-school girls’ perceptions of connections with their teachers. It rests on the finding that teachers offer a vital source of support for adolescent girls living in rural communities as girls come to a critical juncture in the development of their identities. Drawing on ethnographic and narrative data, I discuss the way in which rumors and reputations, gendered expectations, and miscommunications complicate the development of strong ties between the middle-school girls and their teachers, leaving the girls wishing for greater support at school. I provide a narrative example of one teachers’ care for a student, and I offer suggestions for supporting rural adolescent girls’ healthy identity development in school.
Citation: Seaton, E. E. (2007, June 21). “If teachers are good to you”: Caring for rural girls in the classroom. Journal of Research in Rural Education, 22(6). Retrieved [date] from http://www.umaine.edu/jrre/22-6.htm
Theodore Coladarci, Editor
coladarci@umit.maine.edu
Tags: JRRE, AERA, small schools, rural, education
The Journal of Research in Rural Education has just published Volume 22Number 6,
“If teachers are good to you”: Caring for Rural Girls in the Classroom, by Erin E. Seaton. It can be accessed directly from http://www.umaine.edu/jrre/22-6.htm
Abstract: This article explores eight rural middle-school girls’ perceptions of connections with their teachers. It rests on the finding that teachers offer a vital source of support for adolescent girls living in rural communities as girls come to a critical juncture in the development of their identities. Drawing on ethnographic and narrative data, I discuss the way in which rumors and reputations, gendered expectations, and miscommunications complicate the development of strong ties between the middle-school girls and their teachers, leaving the girls wishing for greater support at school. I provide a narrative example of one teachers’ care for a student, and I offer suggestions for supporting rural adolescent girls’ healthy identity development in school.
Citation: Seaton, E. E. (2007, June 21). “If teachers are good to you”: Caring for rural girls in the classroom. Journal of Research in Rural Education, 22(6). Retrieved [date] from http://www.umaine.edu/jrre/22-6.htm
Theodore Coladarci, Editor
coladarci@umit.maine.edu
Tags: JRRE, AERA, small schools, rural, education
Labels: AERA, education, JRRE, rural, small schools
