Urban African American adolescents and school identification

The present study examined identification among African American adolescents through the voices of 16 low-income, urban high school students. Gender and ability group differences in school identification were examined through an assessment of students' perceptions of teacher feedback, teacher support and accessibility, and students' perceptions of the roles and purposes of school. Findings suggest patterns across gender and achievement groups regarding students' perceptions of teachers and of schools in general.