High-achieving, low-income students' perspectives of how schools can promote the academic achievement of students living in poverty. (November 2019)

• Record Type: Journal Article
• Authors: Williams, Joseph M; Greenleaf, Arie T; Barnes, Erin F; Scott, Tracey R
• Is Part Of: Improving schools. Volume 22:Number 3(2019)
• Page Start: 224
• Page End: 236
• Publication Date: 2019-11
• Subjects: Academic achievement -- adolescents -- poverty; School improvement programs -- Great Britain -- Periodicals; Education -- Great Britain -- Evaluation -- Periodicals; 371.200941
• DOI: 10.1177/1365480218821501
• Languages: English
• ISSNs: 1365-4802

Abstract

Children and adolescents from low-income families now comprise a majority of public school students nationally. As the number of students from low-income backgrounds increases, so does the achievement gap between them and their wealthier peers. This phenomenological qualitative study examined a national sample of high-achieving, low-income middle school students' ( N = 24) perspectives on what schools can do to promote the academic achievement of students from low-income backgrounds. Three main themes and seven subthemes were identified: create a culture of hope, develop relational networks, and establish meaningful parent–school collaborations. Implications for counselors and educators serving youth living in poverty are discussed.