By Donna Marie San Antonio
Examine at the influence of social category variables on stories of teens as they transition to heart university.
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Extra resources for Adolescent Lives in Transition: How Social Class Influences the Adjustment to Middle School
These children signed up to be research participants, not to have their lives insensitively exposed. We can do harm if we are not astute to the sometimes fragile nature of early adolescent self-esteem and peer acceptance. These brief snap shots of the focus-group sessions portray how the sessions were used to gather information, but they also reveal something equally important in research work with children: the research experience was a powerful and meaningful intervention in the lives of the children involved in it.
Ascribing Socioeconomic Status Since I wanted to know how social class influenced social adjustment to middle school, I needed to find a way to determine socioeconomic status. Drawing from the work of Entwisle and Astone (1994), four factors were considered: property value, the number of parents in the household, the occupation of the adult with the higher status job, and the level of education of the adult with the most advanced certificate or diploma. 28 Adolescent Lives in Transition This information was gathered through telephone conversations with parents and public property tax records.
I couldn’t help it. Through my relationships with research participants, I came to understand the complexity of their lives. The more complex my understanding became the more goodness and health I saw. Student Focus Groups Small group sessions gave students an opportunity to share their impressions, opinions, and feelings with their peers. Students became important sources of information to one another. Not only did they come to anticipate hard questions about their beliefs, values, and experiences, they also looked forward to the special time with their peers.