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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.
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.
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