澳洲查尔斯特论文代写:女孩辍学原因

澳洲查尔斯特论文代写:女孩辍学原因

卡普兰,Turner和獾(2007)探讨西班牙裔女孩辍学风险升高的原因。他们关注的是他们的母亲和朋友之间的关系,学业成就,文化适应程度,家庭环境,自尊,抑郁和应对压力的能力,以确定他们是否对学校的态度的影响。文献显示,西班牙裔男孩和女孩辍学的可能性是白人或非裔美国青少年的三倍。这可能会导致从学校的做法,如差分治疗,低期望,学校的沟通与西班牙裔青少年的孩子们的进步以及家庭压力。西班牙裔女孩的看法较低的教师支持和较高的家庭压力导致较低的自尊,不喜欢学校和抑郁症。此外,De Las Fuentes和巴斯克斯(如引用在卡普兰,Turner,獾,2007)发现,差异化的文化适应水平出现创建亲子冲突,对女孩有一个特别的负面影响。尤其是女孩害怕激怒他们的父母,因为他们试图融入美国文化。这项研究的结果决定了一个女孩与母亲的相互影响影响了她对学校的态度。女孩认为他们的母亲参与,理解,并响应他们更容易享受学校,并有较高的整体成绩。这项研究不仅证实了母女关系的重要性及其对学校适应的影响,而且还确定了需要提供家长的培训来培养这种相互关系,并培养教师更加了解文化的影响。

澳洲查尔斯特论文代写:女孩辍学原因

Kaplan, Turner, and Badger (2007) explored reasons for Hispanic girls’ elevated risk for dropping out of high school. They focused on the relationships between their mothers and friends, academic achievement, a degree of acculturation, family environment, self-esteem, depression, and ability to cope with stress to determine if they had an influence on their attitudes about school. The literature revealed that Hispanic boys and girls are three times more likely to drop out of high school than white or African American teens. This may result from school practices such as differential treatment, low expectations, and the school’s poor communication with parents of Hispanic teens regarding their children’s progress as well as family pressures. Hispanic girls’ perception of lower teacher support and higher family stress resulted in lower self-esteem, dislike of school and higher depression. Furthermore, De Las Fuentes and Vasquez (as cited in Kaplan, Turner, & Badger, 2007) found that differential levels of acculturation appear to create parent-child conflict which has a particularly negative effect on girls. Girls, in particular, are fearful of displeasing their parents as they try to assimilate into American culture. The results of the study determined that a girl’s perception of mutuality with her mother affected her attitude toward school. Girls who felt that their mothers were involved, understanding, and responsive to them were more likely to enjoy school and have higher overall grades. Not only did the research confirm the importance of the mother-daughter relationship and its effect on school adjustment, but it also identified the need to offer parental training to foster this mutuality, and train teachers to be more aware of the effects of culture.

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