By Donna Marie San Antonio

Learn at the impression of social category variables on studies of youngsters as they transition to heart university.

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Additional resources for Adolescent Lives in Transition: How Social Class Influences the Adjustment to Middle School

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I found that most Hillside children did not take my attention or this experience for granted. If I was not careful, Lakeview children could have easily dominated these sessions, risking the loss of insights the Hillside students had to offer. The initial reticence on the part of Hillside students may sadly be misinterpreted by some as resistance, distrust, dullness, disinterest, or even defiance, to the great detriment of these students and their Lakeview classmates who have much to learn from them.

Oceana, amazed by the ongoing ignorance of some of her classmates so late in the school year, responded with an emphatic “NO” One teacher who taught in both Lakeview and Hillside used the language of race diversity to explain, “The difference is like night and day . . ” The Ecological Landscape of Adolescent Development In the following chapters, the transition from elementary to middle school is explored in multiple domains of student interaction: peer, home, school, and community. Bronfenbrenner’s (1979) theory of ecological environments was a useful conceptual framework for this study and enabled me to resist unilateral explanations.

At first they played with the church-school toys, and then they easily settled in, eating, drinking root beer, and talking nicely to each other and me. After we finished [the questionnaires], I taped A Methodology for Research 33 their discussion, which they were so excited about they wanted to listen to it in the car as I was driving each of them home. They took the tape recording very seriously, speaking clearly and moving closer to the tape recorder in order to be sure to be heard. They had heard about seventh grade organizational planners and talking right into the tape recorder they protested, “No planners!

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