“I get Emotional About it”: Teachers’ (Com)Passion in College-Going Efforts at Three Urban High Schools
Abstract
As few studies document how teachers in urban contexts positively contribute to a college-going culture, this study adopts a counter-narrative approach, with a conceptual framework grounded in emotion and caring in teaching, to ask: How do teachers exhibit (com)passion in their efforts to support a college-going culture? Interviews with 12 teachers, supplemented by school documents, archival and observational data, and field notes from a qualitative case study at three urban high schools revealed how teachers maintained high expectations of students, exhibited high degrees of emotional understanding, and conveyed a strong commitment to students, their success, and postsecondary pursuits.
Department(s)
School of Teaching, Learning and Developmental Science
Document Type
Article
DOI
10.1177/00420859221089544
Keywords
case studies, college access, college prepatory, high school, programs, programs, subjects, urban education
Publication Date
7-1-2024
Recommended Citation
Baker, Andrew M.; Martinez, Melissa A.; Enyioha, Jessica C.; and Marquez, Jocabed G., "“I get Emotional About it”: Teachers’ (Com)Passion in College-Going Efforts at Three Urban High Schools" (2024). Faculty Scholarship. 351.
https://bearworks.missouristate.edu/articles00/351
Journal Title
Urban Education
