Exhibit 2.1
Spending Time Together . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
Exhibit 2.2
Parent-Child Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
Exhibit 2.3
Parent-Child Activities II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
Exhibit 2.4
Parents' School Alienation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
Exhibit 2.5
Parental Availability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
Exhibit 2.6
Who Are the Alienated Parents? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
Exhibit 2.7
Alienated or Too Busy? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33
Exhibit 2.8
Sources of Advice about Classes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34
Exhibit 2.9
Responsibility for Getting a Good Education . . . . . . . . . . . . . . . . . . . . . . . . . . .35
Exhibit 3.1
Students', Parents' and Teachers' Views on Quality of Life . . . . . . . . . . . . . . . . .38
Exhibit 3.2
The Impact of Family Income and Race/Ethnicity on Quality of Life . . . . . . . . .39
Exhibit 3.3
The Impact of Confidence and Gender on Quality of Life . . . . . . . . . . . . . . . . .39
Exhibit 3.4
Play Sports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40
Exhibit 3.5
Participate in After-School Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40
Exhibit 3.6
Read Books in Their Free Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41
Exhibit 3.7
Have a Lot of Interests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41
Exhibit 3.8
Impact of Gender, Race/Ethnicity and School Level on Activity . . . . . . . . . . . . .42
Exhibit 3.9
Impact of Quality of Life on Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42
Exhibit 3.10
Wish They Had More Time for Fun . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43
Exhibit 3.11
Are Under a Lot of Pressure to Do Well in School . . . . . . . . . . . . . . . . . . . . . . .43
Exhibit 3.12
Impact of Income and Quality of Life on Stress . . . . . . . . . . . . . . . . . . . . . . . . . .44
Exhibit 3.13
Students' Home Alienation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44
Exhibit 3.14
Students' School Alienation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45
Exhibit 3.15
Impact of Race/Ethnicity, Income and Time with Parents
on Students' Alienation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45
Exhibit 3.16
Impact of Quality of Life and Confidence on Students' Alienation . . . . . . . . . . .46
Exhibit 4.1
Sources of Advice about Classes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48
Exhibit 4.2
Sources of Help When Threatened . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49
Exhibit 4.3
Sources of Help When Sad or Depressed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50
Exhibit 4.4
Overall Social Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51
Exhibit 4.5
Education Support Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51
Exhibit 4.6
Safety Support Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52
Exhibit 4.7
Mental Health Support Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52
Exhibit 4.8
Reasons for Not Asking Teacher about Classes . . . . . . . . . . . . . . . . . . . . . . . . . .53
Exhibit 4.9
Reasons for Not Asking Teacher for Help When Threatened . . . . . . . . . . . . . . .54
Exhibit 4.10
Reasons for Not Asking Teacher for Help When Sad . . . . . . . . . . . . . . . . . . . . .55
Exhibit 5.1
Getting Along as an Important Issue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60
Exhibit 5.2
Grading Schools on Getting Along . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61
Exhibit 5.3
Students Feel Responsible for Having People Get Along . . . . . . . . . . . . . . . . . . .62
Exhibit 5.4
Groups of People Trusted . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63
Exhibit 5.5
Students' Trust of Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63
Exhibit 5.6
Students' Trust of Friends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64
Exhibit 5.7
Students' Trust of Family . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64
iv
