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Article

“College Material” Structural Care at a New York City Transfer School

by 1,2
1
Department of Social Sciences, Human Services and Criminal Justice, Borough of Manhattan Community College, New York, NY 10007, USA
2
Sociology Program, Purchase College, Purchase, New York, NY 10577, USA
Societies 2018, 8(4), 113; https://doi.org/10.3390/soc8040113
Received: 29 September 2018 / Revised: 29 October 2018 / Accepted: 6 November 2018 / Published: 9 November 2018
Based on ethnographic research at Brooklyn Community High School (BCHS), a transfer high school in New York City I demonstrate that students narrate their educational histories in terms of their experience of care, or lack of care, from teachers. Contributing to research on student-teacher relationships, care, resilience and retention, I develop the concept structural care, arguing that teachers’ ability to demonstrate care for their students, and students’ ability to perceive that care, is enabled or constrained by larger, socio-structural forces such as the national educational policy landscape, widespread cultural beliefs about schools and students, and processes of racialization, criminalization, and marginalization. View Full-Text
Keywords: education; care; ethnography; pedagogy; student teacher relationships; high school; resilience; retention; students education; care; ethnography; pedagogy; student teacher relationships; high school; resilience; retention; students
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MDPI and ACS Style

Borck, C.R. “College Material” Structural Care at a New York City Transfer School. Societies 2018, 8, 113. https://doi.org/10.3390/soc8040113

AMA Style

Borck CR. “College Material” Structural Care at a New York City Transfer School. Societies. 2018; 8(4):113. https://doi.org/10.3390/soc8040113

Chicago/Turabian Style

Borck, C. R. 2018. "“College Material” Structural Care at a New York City Transfer School" Societies 8, no. 4: 113. https://doi.org/10.3390/soc8040113

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