Abstract
An alternative theoretical perspective underlies this ethnographic study on high school students' schooling practices. Teacher attitudes in the classroom were identified and described by the students and parents as qualitatively affecting the students academic performance. Students devise long term strategies to deal with the emotional impact of teachers' disapproving attitudes. Teacher perceptions toward social and ethnic diversity govern teacher/student interaction and the overall classroom curriculum. Family and peer groups are a fundamental part of the socialization process of the students' learning environment and their socio-academic responses to teachers' perception of them. The findings show implications in teacher education as well as community support organizations and parent training programs.
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