Abstract
This study examines how educators in traditional and alternative public high school settings conceptualize the experiences of their pregnant and parenting students. Educators' narrative responses are qualitatively analyzed to identify their perceptions of students' worries and the types of support educators provide students. Results suggest that educators' perceptions and supportive actions, although not systematically related to variables of race or gender, are related to number of years of teaching experience and differences in school environment. Findings surrounding the ways in which educators make meaning of their students' experiences and serve as social support figures are discussed.
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