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189 Appendix A Voices of the Beginning School Study Youth Panel Chapter 1 Mae—black woman—lower SES (page 2) Mae grew up in a low-income neighborhood on Baltimore’s West Side. She had trouble in school academically and behaviorally. She lived alternatively with her mother, then one grandparent, and then another grandparent. Mae graduated from an alternative high school on time, enrolled in but did not finish a cosmetology program, and was still enrolled in an associate’s degree program for early childhood development at a local community college. She was unemployed, a mother of four, and living with a partner when last we spoke. Floyd—black man—lower SES (page 7) Floyd grew up in a low-income neighborhood on Baltimore’s West Side. He graduated from high school on time and worked toward a criminal justice certificate at a local community college because his SAT scores kept him from attending his first and second choice colleges. Family responsibilities prevented him from completing the program. Floyd had been working for five years as a corrections officer at our last interview. Alice—white woman—lower SES (page 10) Alice, from the west side, graduated high school a year late and enrolled in a certificate program, but a pregnancy prevented her from completing the certificate. When last contacted, Alice and her husband were celebrating seven years of marriage. They and their three children were living in a house belonging to a friend. Clyde—white man—higher SES (page 11) Although higher SES in our family background classification, Clyde was raised by a grandmother in a poor inner-city neighborhood. He dropped out of school in the twelfth grade and got his GED several years later. Both Clyde and his wife were working full time at salaried positions at our last interview. In hindsight, Clyde regretted being influenced by peer pressure and not dedicating himself to his schoolwork. Frank—black man—lower SES (page 13) Frank and his two siblings grew up in a single-parent home headed by a strong, devoted mother. She was a nurse and had two years of college. All three children finished high school. Frank has been continuously employed since high school and admits that he never really thought 190 Appendix A about college until recently, but would find it difficult to go back to school and maintain his warehouse work schedule. He had three children and was sharing custody with their two different mothers. He was living in his mother’s home with his mother, grandmother, and one brother when we last spoke. Chapter 3 Kim—black woman—lower SES (page 38) Kim grew up in a poor Baltimore neighborhood with her high school–educated mother, her nongraduate father, and three siblings. When we last spoke with Kim in 2000, she was a single mother of three, suffering from occasional bouts of depression, studying for the GED, living with her parents, and working nights cleaning office buildings. Maceo—black man—middle SES (page 43) Maceo had a complicated family situation while growing up, never knowing his real father but experiencing several stepfathers and moving between households often. Both his parents did finish high school. Maceo’s highest level of education is his GED. When we last talked, Maceo was unemployed, living with his sister after being released from several years of incarceration. Karen—white woman—middle SES (page 44) Karen’s mother was a high school graduate and worked as a cosmetologist while raising her only child. Karen began attending a four-year college part time in the fall after graduating from high school. She later transferred to a community college, completing forty-two credits before withdrawing because of pregnancy. When we last spoke, she had been married for six years, had one child, and was working part time at the same government agency where she has been employed since her senior year of high school. Geraldine—black woman—lower SES (page 47) Geraldine said that life in her parents ’ household was unstable. Her father, a high school graduate, had been in the military and her mom had not finished high school. When she began living with her grandmother, she described that neighborhood as a ghetto, but admits she needed the structure her grandmother provided. When we spoke, Geraldine was engaged to be married and pursuing a doctoral degree. She was working in curriculum development and as an acting assistant principal. Gail—white woman—lower SES (page 47) Gail had a chaotic childhood, moving...

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