School Connections
U.S. Mexican Youth, Peers, and School Achievement
Seiten
2004
Teachers' College Press (Verlag)
978-0-8077-4437-6 (ISBN)
Teachers' College Press (Verlag)
978-0-8077-4437-6 (ISBN)
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This volume examines the ongoing social dynamic between peer relations and academic achievement, bringing together the latest thinking from prominent scholars in anthropology, psychology, sociology, and education. It links new research on Mexican-origin adolescents, their peer relations, and their academic achievement.
This collection examines the ongoing social dynamic between peer relations and academic achievement, bringing together the latest thinking from prominent scholars in anthropology, psychology, sociology, and education. These expert contributors:
Address two key questions overlooked in the literature on Mexican-descent youth: In what ways do peers and peer relationships influence the school performance of Mexican-origin high school youth? In what ways do schools participate in structuring these peer relationships?
Provide a theoretical discussion of the concept of “peer social capital” and the ways in which relationships among students can help to promote school achievement.
Present six new studies that analyze the diverse types of peer interactions and influences in various school settings between Mexican-descent youth and their non-Mexican peers as well as among Mexican-descent youth themselves.
Link prior analyses with recommendations for policy and practice, indicating where findings may be applied to the critical issue of raising the school achievement of a significantly underachieving portion of the American youth population.
This collection examines the ongoing social dynamic between peer relations and academic achievement, bringing together the latest thinking from prominent scholars in anthropology, psychology, sociology, and education. These expert contributors:
Address two key questions overlooked in the literature on Mexican-descent youth: In what ways do peers and peer relationships influence the school performance of Mexican-origin high school youth? In what ways do schools participate in structuring these peer relationships?
Provide a theoretical discussion of the concept of “peer social capital” and the ways in which relationships among students can help to promote school achievement.
Present six new studies that analyze the diverse types of peer interactions and influences in various school settings between Mexican-descent youth and their non-Mexican peers as well as among Mexican-descent youth themselves.
Link prior analyses with recommendations for policy and practice, indicating where findings may be applied to the critical issue of raising the school achievement of a significantly underachieving portion of the American youth population.
Margaret A. Gibson is Professor of Education and Anthropology at the University of California, Santa Cruz. Patricia Gándara is Professor of Education at the University of California at Davis. Jill Peterson Koyama is a doctoral student in Anthropology and Education at Teachers College, Columbia University.
| Erscheint lt. Verlag | 30.4.2004 |
|---|---|
| Verlagsort | New York |
| Sprache | englisch |
| Maße | 162 x 228 mm |
| Gewicht | 324 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Sekundarstufe I+II |
| ISBN-10 | 0-8077-4437-9 / 0807744379 |
| ISBN-13 | 978-0-8077-4437-6 / 9780807744376 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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