Creating a culture of academic success in an urban science and math magnet high school

Abstract

This paper reports on a 3-year study of a half-day urban magnet high school founded upon a desire to provide rigorous science, math, and technology experiences to students who would not otherwise have access to such educational opportunities.Using the theoretical lens of how a model of an educated person gets culturally produced within the school setting, I attended to: (1) the institutional construction of preferred student identity, (2) ways in which students in the school both took up and transformed this identity, and (3) how these student initiatives played a role in gradual institutional shifts in student expectations.Four constructs---learning, achievement, resistance, and success---were found to play significant roles in how the qualities of an educated person were negotiated through practice in attempts to create a culture of academic success in science and mathematics.These findings have implications for teaching and learning in other urban school settings.

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