"Teachers Know You Can Do More": Understanding How School Cultures of Success Affect Urban High School Students
Louie F. Rodríguez*
Florida International University
* To whom correspondence should be addressed. E-mail: rodriglo{at}fiu.edu.
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Abstract |
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Urban high school reform is one of the most significant challenges facing education today. In response to this challenge, reformers have put significant energy toward restructuring the large high school primarily through creating smaller school settings. Although the research literature often draws connections between school size and student outcomes, an examination of life within these settings remains a large void. From the voices and experiences of students, this article examines how relationships are connected to school culture. The nature of student–adult relationships is disentangled by exploring how students experience personalized, respectful, and encouraging interactions with school adults. Then relationships are connected to student dispositions in schools by examining the question, relationships for the purpose of what? The author concludes that the silver bullet for high school reform is a commitment to forging deliberate "cultures of success" for low-income Black and Latina or Latino students in U.S. high schools. Implications for research, policy, and practice are explored.
