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It analyzes how participants interpret former public school teachers, staffing, and institutional support after leaving school for reasons such as attendance, discipline, or administrative efforts to reduce testing-related liability. Findings focus on identity through culture, race, gender, and socioeconomics, exploring education conceptions, alienation, cultural disconnect, and perceived lack of care. 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Some also left due to community or family factors outside school.",{"name":119,"@type":110,"acceptedAnswer":120},"What main identity and schooling themes does the paper analyze?",{"text":121,"@type":113},"The paper examines participants’ identities and experiences through culture, race, gender, and socioeconomics, and it addresses how they conceive education and knowledge acquisition, including alienation and the perceived disconnect and lack of care within institutional schooling.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599696,1792633147,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747859343,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","| | “They Never Really Tried to Reach Out to Us”: |\n| --- | --- |\n|  | Examining Identities and Confronting the Emotional Distance Between Urban Youth and Urban Schools |\n\nAndrew N. McKnight, University of Alabama at Birmingham  \nAbstract  \nThis paper looks at the perspectives of 22 young adults concerning their upbringings and life experiences, experiences in inner city and suburban schools, after leaving school, and later in a privately funded urban GED preparation facility in a large southern city. Specifically it addresses the conceptions students have about school and their perspectives concerning their former public school teachers and the staff at the GED preparation facility. Some of the participants in the study left or were removed from public schools due to issues with attendance, discipline, or a desire on the part of the respective school’s administration to, in their estimation, lower their liability concerning not meeting state testing standards. Others left because of community or family factors outside of school. All but one of the participants was African American and most indicated poverty as part of their backgrounds. The first part of this paper looks at what the interview data reveal about the participants identities and experiences, specifically looking at culture, race, gender and socioeconomics. The second part examines how the participants conceive of education and the acquisition of knowledge, and looks at issues of student alienation, the disconnect between community culture and that of the schools attended, and the perceived lack of care and irrelevance concerning institutionalized schooling. In an effort to point this research toward problem solving the paper concludes with a brief discussion of how the findings might positively inform teacher education.  \nKeywords: urban education, urban poverty, equity, racial identity and education, culturally relevant instruction  \nIntroduction  \nThis paper looks at the perspectives of 22 young adults concerning their experience in schools, out of schools, and in an urban GED preparation facility (herein referred to as GEDPF), respectively. It also addresses the conceptions students have about school and school personnel, and how this led to either positive or negative perceptions about the former. As illustration, the quote in the title is from Dennis, one of the participants, and is reflective of many of the participants’perspectives concerning their former public school teachers. Some of the participants in the study  \nCritical Questions in Education 6:2 87  \neither left or were removed from public schools due to issues with attendance, discipline, or a desire on the part of the respective school’s administration to, in their estimation, lower their liability concerning not meeting state testing standards. Others left because of community or family factors outside of school. After dropping out or being pushed out of school the participants attended a privately funded inner city adult education facility with a large GED preparation program. All of the participants lived within the metropolitan area of a large southern city, most within the city limits, with a few coming from a surrounding county or satellite cities. At the time of the interviews their ages ranged from 19 to 43; 6 were male and 16 female; 21 were African American, one African; their socioeconomic status could be best described as working poor. 1  \nWhat follows looks at the participants’ reporting of their upbringings and life experiences. Specifically it looks at their beliefs and attitudes regarding both the schools and the adult educational facility they attended. It then poses questions on two fronts. The first part of this paper looks at what the interview data reveal about the participants identities and experiences, specifically looking at culture, race, gender and socioeconomics. The second part examines how they conceive of education and the acquisition of knowledge. It also looks at ","cbCairQOlgsqIW0r","https://ap.wps.com/l/cbCairQOlgsqIW0r","pdf",1235133,17,"English","# Abstract\n# Introduction\n## Participants and school exit pathways\n# Background\n## Study context and research aims\n## Social expectations and situating perspectives","[{\"question\":\"Who participated in the study and how were they identified?\",\"answer\":\"The study drew on 22 young adults identified through a privately funded inner-city GED preparation facility director from successful GED recipients.\"},{\"question\":\"What reasons did participants give for leaving or being removed from public schools?\",\"answer\":\"Participants reported leaving or being pushed out due to attendance and discipline issues, or because administrators sought to reduce liability related to meeting state testing standards. Some also left due to community or family factors outside school.\"},{\"question\":\"What main identity and schooling themes does the paper analyze?\",\"answer\":\"The paper examines participants’ identities and experiences through culture, race, gender, and socioeconomics, and it addresses how they conceive education and knowledge acquisition, including alienation and the perceived disconnect and lack of care within institutional schooling.\"}]","They Never Really Tried to Reach Out to Us - Examining Identities and Confronting the Emotional Distance Between Urban Youth and Urban Schools | PDF",1792089261,43]