Schooling for Resilience

Improving the Life Trajectory of Black and Latino Boys

Edward Fergus, Pedro Noguera, Margary Martin (Autoren)

Buch | Softcover

296 Seiten

2014
Harvard Educational Publishing Group (Verlag)
978-1-61250-674-6 (ISBN)

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As a group, Black and Latino boys face persistent and devastating disparities in achievement when compared to their White counterparts: they are more likely to obtain low test scores and grades, be categorised as learning disabled, be absent from honours and gifted programmes, and be overrepresented among students who are suspended and expelled from school. They are also less likely to enroll in colege and more likely to drop out. Put simply, they are among the most vulnerable populations in our schools.

Schooling for Resilience investigates how seven newly formed schools, created specifically to serve boys of colour, set out to address the broad array of academic and social problems faced by Black and Latino boys. Drawing on student and teacher surveys, focus groups, interviews, and classroom observations, the authors investigate how these schools were developed, what practises they employed, and how their students responded academically and socially. In particular, they focus on the theory of action that informed each school's approach to educating Black and Latino boys and explore how choices about school structure and culture shaped students' development and achievement. In doing so, the authors identify educational strategies that all schools can learn from.

This thoughtful, passionately argued volume promises to influence efforts to improve the achievement and life outcomes of Black and Latino boys for years to come.

Edward Fergus is the deputy director of the Metropolitan Center for Urban Education at New York University. Pedro Noguera is the Peter L. Agnew Professor of Education at New York University. Margary Martin is a visiting assistant professor at Brown University.

CONTENTS

Chapter 1 Single-Sex Schools
An Intervention in Search of a Theory 1

Chapter 2 Assumptions and Strategies
A Model for “Saving” Boys of Color 23

Chapter 3 Curriculum and Instruction
Striving for Rigor and Relevance 55

Chapter 4 Building Community
A Climate That Supports Resilience 95

Chapter 5 Reconstructing Social Identities
Race, Ethnicity, and Gender 137

Chapter 6 Resilience and Achievement
Attitudes and Practices That Influence Performance 165

Chapter 7 Creating Protective School Environments
A Framework for Reform 195

Appendix 1 Descriptions of the Schools 205

Thomas Jefferson Academy for Young Men 205
North Star Academy for Young Men 212
Westward Leadership Academy 218
Salem Academy on Culture and Justice 226
Washington Academy for Boys 234
Kennedy College Preparatory Academy 239
Bethune Academy 244

Appendix 2 Survey Measures and Instructional Action Codes 249

Notes 259
Acknowledgments 269
About the Authors 271
Index 273

Erscheint lt. Verlag	1.4.2014
Reihe/Serie	Youth Development and Education
Verlagsort	Cambridge
Sprache	englisch
Maße	152 x 226 mm
Gewicht	415 g
Themenwelt	Sozialwissenschaften ► Ethnologie
	Sozialwissenschaften ► Pädagogik ► Sonder-, Heil- und Förderpädagogik
	Sozialwissenschaften ► Soziologie
ISBN-10	1-61250-674-7 / 1612506747
ISBN-13	978-1-61250-674-6 / 9781612506746
Zustand	Neuware