Education Policy Analysis Archives - Volume 25 Number 61 June 12, 2017 - “This is My Family Outside of My Family”: Care-based Relating in a Model Early College High School

Oct 15, 2026

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Early college (EC) is a US educational model that integrates high school and college to expand underrepresented students’ access to higher education through engaging, hands-on instruction in a supportive learning environment. This phenomenological inquiry examines how care-based relating is manifested and experienced in a model early college school. Using 30–45 minute interviews with eleven participants, findings describe EC teachers’ responsive practices, enhanced supports, family-like relationships, and longitudinal connections, alongside the burden created by limited structural supports. Implications address equity through meaningful relationships, wrap-around services, and teacher-support structures to prevent burnout.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages42

Reading Time1 h 46 min

AccessFree to download

Abstract

Study focus and model early college context

Methods and participants

Teachers’ care-based practices and student experiences

Findings implications for educational policy and school structuring

| education policy analysis archives
A peer-reviewed, independent, open access, multilingual journal | | | --- | --- | | Arizona State University | | | Volume 25 Number 61 June 12, 2017 ISSN 1068-2341 | | “This is My Family Outside of My Family”: Care-based Relating in a Model Early College High School 1 Omer Ari Teresa R. Fisher-Ari Georgia State University & Jim Killacky Roma Angel Appalachian State University United States Citation: Ari, O., Fisher-Ari, T. R., Killacky, J., Angel, R. (2017) .“This is my family outside of my family”: Care-based relating in a model early college high school. Education Policy Analysis Archives, 25(61). [http://dx.doi.org/10.14507/epaa.25.2726](http://dx.doi.org/10.14507/epaa.25.2726) Abstract: Early college (EC) is a novel educational model in the US that combines highschool and college in an effort to increase underrepresented students’ access to higher education by providing engaging, hands-on instruction in a supportive learning environment. For this phenomenological inquiry, we sought to understand the role of care-based relating in a model early college by examining how relationships are manifested and experienced at this school. Through 30-45 minute interviews, eleven participants (three sophomores, three seniors, and five teachers) described EC teachers’ high level of 1 The research reported in this paper is a result of a partnership sponsored by the University of North Carolina and the North Carolina New School Learning Laboratory Initiative. commitment to students’ academic success through: (a) responsive instruction in classroom and group contexts; (b) additional learning support for individual students; and (c) varied experiences from traditional school contexts. EC teachers found these efforts fostered student commitment to learning. Additionally, teachers and students noted the extraordinary commitment of EC teachers to the physical, social, and emotional wellbeing of learners demonstrated through: (a) family-like relationships; (b) promoting social and emotional wellbeing through timely advice and intervention; (c) joining students through tragic and intense personal and out-of-school realities; and (d) forming longitudinal connections with students and their families. However, this commitment resulted in teachers taking on significant burden when there was a lack of structural supports available for all learners. Findings hold implications for educational policy and school structuring that can promote educational equity and success through meaningful relationships, responsive practices, wrap-around services for students with out-of-school challenges, and teacher-support structures to ensure the longitudinal development and wellness of teachers, preventing burnout and attrition. Keywords: early college; care-based relating; teacher-student relationships “Esta es mi familia fuera de mi familia”: Relación basada en un modelo de cuidado en la escuela secundaria y la universidad Resumen: “Early College”(EC) es un modelo educativo innovador en los Estados Unidos que combina la enseñanza media y la universidad en un esfuerzo para aumentar el acceso de los estudiantes sub-representados a la enseñanza superior, proporcionando instrucciones prácticas e involucradas en un ambiente de aprendizaje de apoyo. Para esta investigación fenomenológica, buscamos comprender el papel de la relación basada en un modelo de cuidado de la universidad al examinar cómo las relaciones se manifiestan y se experimentan en esta escuela. A través de entrevistas de 30 a 45 minutos, once participantes (tres estudiantes de segundo año, tres senior y cinco profesores) describieronel alto nivel de compromiso de los profesores de la CE con el éxito académico de los alumnos a través de: (a) instrucción responsiva En contextos de clase y grupo; (b) soportede aprendizaje adicional para estudiantes individuales; (c) experiencias variadas de contextos escolares tradicionales. Los profes

FAQs

What is the education model examined in the study?

The study examines Early College (EC), a US model that combines high school and college to improve access to higher education for underrepresented students.

How did the researchers study care-based relating in the school?

The research used a phenomenological approach with 30–45 minute interviews involving eleven participants, including sophomores, seniors, and teachers.

What care-based practices did EC teachers provide?

Participants described responsive instruction, additional individual learning support, family-like relationships, timely advice and intervention, and longitudinal connections with students and their families.

What challenge emerged from teachers’ high commitment?

The commitment led teachers to take on significant burden when structural supports were not available for all learners.

Oct 15, 2026

Uploaded by ahduag