- Title Pages
- Dedication
- Acknowledgments
- Introduction Producing Success
-
Chapter One The Wilton Way: Middle-Class Culture and Practice -
Chapter Two Parental Support, Intervention, and Policy Manipulation -
Chapter Three The Role of the School: Institutional Advantaging -
Chapter Four Identities for Control and Success: The Acquisition of Psychological Capital -
Chapter Five Teaching the “Point-Hungry” Student: Hypercredentialing in Practice -
Chapter Six “Generation Stress” and School Success -
Chapter Seven Alienation, Marginalization, and Incivility -
Chapter Eight Conclusions -
Appendix WBHS 2002 Student Survey - References
- Index
“Generation Stress” and School Success
“Generation Stress” and School Success
This chapter discusses how the achievement-oriented Burnham students went through their daily lives with more or less ever-present high levels of stress and fatigue, and it relates important gender differences in this area. The chapter provides a glimpse inside these students' stress-filled days and illuminates their successful and unsuccessful attempts to cope. Over 70 percent of students reported being stressed out “frequently” or “all the time,” and while female students had significantly higher cumulative grade point averages (GPAs) than male students, they also reported higher levels of stress than male students and were much more likely to identify their schoolwork as the most important source of stress. The chapter expresses that the voices and experiences of these students demonstrate that the most successful are those that are able to habituate to more or less ever-present levels of stress and fatigue.
Keywords: stress, achievement-oriented, Burnham students, fitness, psychological capital, grade point average, GPA, fatigue
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- Title Pages
- Dedication
- Acknowledgments
- Introduction Producing Success
-
Chapter One The Wilton Way: Middle-Class Culture and Practice -
Chapter Two Parental Support, Intervention, and Policy Manipulation -
Chapter Three The Role of the School: Institutional Advantaging -
Chapter Four Identities for Control and Success: The Acquisition of Psychological Capital -
Chapter Five Teaching the “Point-Hungry” Student: Hypercredentialing in Practice -
Chapter Six “Generation Stress” and School Success -
Chapter Seven Alienation, Marginalization, and Incivility -
Chapter Eight Conclusions -
Appendix WBHS 2002 Student Survey - References
- Index
