Schooling for Resilience: Improving the Life Trajectory of Black and Latino Boys (Youth Development and Education) - Tapa blanda

This ground-breaking study of single-sex schools for young African American and Latino men provides deeply nuanced conclusions about the kinds of school interventions that may make a difference. This book is a must-read for anyone interested in creating true game-changing education for marginalized young men of color. Lisa Delpit, Felton G. Clark Distinguished Professor of Education, Southern University and A&M College" "Schooling for Resilience"not only lays out the issues, circumstances, and problems facing Black and Latino males in school systems, but offers a systematic statement of where and how intervention for improvement should be situated. . .This is clearly a work that will encourage collective action to address a standing crisis. Alford Young, Jr., Arthur F. Thurnau Professor of Sociology and Afroamerican and African Studies, University of Michigan " At a time of crisis among Black and Latino boys the most vulnerable populations in our public schools "Schooling for Resilience"probes the souls of schools and provides a brilliant road map to better education. Gilberto Q. Conchas, associate professor and chancellor s fellow, School of Education, University of California, Irvine "

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.