Abstract
This chapter presents findings of a three-year longitudinal study of academic motivation and school engagement among low-income high school students enrolled in a corporate work–study program. Our findings demonstrate ways in which the workplace functioned for students as a conduit of emotional resources, offering instrumental support from caring and competent adults, knowledge about the connection between work and school, and an opportunity to occupy the essential adult role of worker.
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More From: Teachers College Record: The Voice of Scholarship in Education
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