The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.
Students' Resistance in the Classroom
Abstract
This article describes subtle resistance of students in upper middle‐class high school classrooms who work toward achieving school success. This dialectical attitude of resistance and compliance is interpreted as being influenced by a teaching approach that attributes superiority to academic school knowledge and that promotes a recitation style of classroom interaction. It is argued that such an approach does not take into account adolescents' language and interests even though it goes along with upper middle‐class academic aspirations.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“Silence is an effective mean to emasculate a teacher ' s power (Alpert 1991; Candela 1999ma).”
From Teaching and Learning Science in Authoritative Classrooms: Teachers' Power and Students' Approval in Korean Elementary Classrooms (2019) · cites this paper as Alpert 1991
Citations
Cites
BRUNER, J. S. (1960) · doi:10.4159/9780674028999 · Cited by 6,042
Learning Lessons: Social Organization in the Classroom
Mehan, H. (1979) · doi:10.4159/harvard.9780674420106 · Cited by 2,872
The ecology of adolescent activity and experience
Csikszentmihalyi, M., Larson, R., & Prescott, S. (1977) · Journal of Youth and Adolescence · doi:10.1007/bf02138940 · Cited by 781
Research works printed but not linked: 43
- Adler M. J., 1939, The Crisis in Contemporary Education, The Social Frontier, 5, 140
- Adler M. J., 1982, The Paideia Proposal: An Educational Manifesto
- 10.2307/2094761 · DOI
- Alpert Bracha R.1984The Use of Writing in Instruction: Context and Consequences. UnpublishedPh.D. dissertation Stanford University.
- 10.1016/0742-051X(87)90032-1 · DOI
- 10.2307/747251 · DOI
- Barnes D., 1976, From Communication to Curriculum
- Crow Lesster D., 1965, Adolescent Development and Adjustment
- Cusick P. A., 1973, Inside High School: The Students' World
- 10.1080/0022027760080102 · DOI
- 10.1086/461165 · DOI
- Doyle Walter, 1986, Handbook of Research on Teaching, 392
- Dumont R. V., 1972, Functions of Language in the Classroom
- Eisner E., 1974, Conflicting Conceptions of Curriculum
- Eisner E., 1979, The Educational Imagination
- 10.3102/00346543054004525 · DOI
- 10.1525/aeq.1987.18.4.04x0023w · DOI
- Erickson Frederick, 1982, The Counselor as Gatekeeper: Social Interaction in Interviews
- 10.1080/00405847909542825 · DOI
- Everhart R. B., 1983, Reading, Writing, and Resistance: Adolescence and Labor in a Junior High School
- Giles H., 1975, Speech Style and Social Evaluation
- 10.17763/haer.53.3.a67x4u33g7682734 · DOI · Paper page
- Giroux Henry A., 1988, Teachers as Intellectuals
- Heath Shirley Br., 1982, Doing the Ethnography of Schooling, 102
- 10.3102/00028312006002145 · DOI
- Hutchins P. M., 1953, The Conflict in Education
- 10.1080/00405848609543195 · DOI
- Lancy D. F., 1978, Social Psychology of Education, 111
- Leona M. H., 1978, Examination of Adolescent Clique Language in a Suburban Secondary School, Adolescence, 13, 495
- Mandel B. J., 1980, Three Language Arts Curriculum Models: Pre‐Kindergarten Through College
- McCandless Boyd R., 1979, Adolescents: Behavior and Development
- McDermott R. P., 1974, Education and Cultural Process, 82
- 10.1525/aeq.1980.11.3.05x1865s · DOI
- Metz M., 1978, Classrooms and Corridors, 10.1525/9780520314061 · DOI
- Nelson E., 1972, Language Patterns Within the Youth Subculture: Development of Slang Vocabularies, Merrill-Palmer Quarterly of Behavior and Development, 18, 273
- Orlosky D. E., 1978, Curriculum Development: Issues and Insights
- Rice Philip E., 1978, The Adolescent: Development, Relationships and Culture
- Rogers Dorothy, 1981, Adolescents and Youth
- 10.1177/002248718103200108 · DOI
- Schwab Joseph, 1974, Conflicting Conceptions of Curriculum, 162
- 10.1016/0742-051X(86)90022-3 · DOI
- 10.1525/aeq.1979.10.4.05x1385g · DOI
- Willis Paul, 1977, Learning to Labour
Cited by
Classroom justice: student aggression and resistance as reactions to perceived unfairness
Chory-Assad, R. M., & Paulsel, M. L. (2004) · Communication Education · doi:10.1080/0363452042000265189 · Cited by 244
High School Students of Color Talk About Accusations of “Acting White”
Bergin, D. A., & Cooks, H. C. (2002) · The Urban Review · doi:10.1023/a:1015310332639 · Cited by 125
“Various writers have documented or analyzed the tendency of students, those of color or not, to resist what they view as an unfair power structure (Alpert, 1991; D’Amato, 1988; Giroux, 1983; Mirón and Lauria, 1998; Sanders, 1998; Sun, 1993).”
BackgroundNew Horizons in Distance Education: The Online Learner-Centered Marketing Class
Eastman, J., & Swift, C. (2001) · Journal of Marketing Education · doi:10.1177/0273475301231004 · Cited by 149
“In the tra di tional class room, stu dents pro duce work for which the instruc tor is the only audi ence (Alpert 1991).”
BackgroundMurry, V. M., Berkel, C., Brody, G. H., Miller, S. J., & Chen, Y. (2009) · Cultural Diversity & Ethnic Minority Psychology · doi:10.1037/a0013180 · Cited by 147
“These reactionary behaviors are more likely to occur when: 1) youth perceive a need to resist what they view as unfair power structure; 2) youth are experience a sense of oppressed and disadvantaged because of their skin color or social class; or 3) youth perceives that embracing the dominant culture means rejecting t…”
BackgroundResistance as a Social Drama: A Study of Change‐Oriented Encounters
McFarland, D. A. (2004) · American Journal of Sociology · doi:10.1086/381913 · Cited by 166
Metadata
- Authors
- ALPERT, B.
- Affiliations
- Beit Berl College (IL)
- Corresponding author
- ALPERT, BRACHA
- Venue
- Anthropology & Education Quarterly
- Publisher
- Wiley
- Published
- 1991-12
- Volume
- 22
- Issue
- 4
- Pages
- 350-366
- ISSN
- 0161-7761 (ISSN-L)
- 1548-1492
- OpenAlex
- W2118442617
- Cited by
- 110
- References
- 0
- Citations by year
- 2026: 1 · 2025: 1 · 2024: 1 · 2023: 4 · 2022: 6 · 2021: 1 · 2020: 6 · 2019: 6 · 2018: 5 · 2017: 5 · 2016: 7 · 2015: 7 · 2014: 3 · 2013: 7 · 2012: 6
- FWCI
- 1.91
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Anthropology & Education Quarterly (publishedVersion)
- Topics
- Social Sciences › Sociology and Political Science › Cultural Capital and Social Class
- Social Sciences › Sociology and Political Science › Educational Theory and Curriculum Studies
- Social Sciences › Education › Critical and Liberation Pedagogy
- Keywords
- student resistance, classroom interaction, upper middle class, high school students, educational aspirations, teaching methods, school success
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
