Color of Success Race and High-Achieving Urban Youth

ISBN-10: 0807746606

ISBN-13: 9780807746608

Edition: 2006

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Book details

List price: $27.95
Copyright year: 2006
Publisher: Teachers College Press, Teachers College, Columbia University
Publication date: 12/22/2005
Binding: Paperback
Pages: 168
Size: 6.25" wide x 9.25" long x 0.75" tall
Weight: 0.726
Language: English

Gilberto Q. Conchasnbsp;obtained a Ph.D. in sociology from the University of Michigan, Ann Arbor. Currently, he is an Associate Professor of Education at the University of California at Irvine. Dr. Conchas also holds joint appointments in the Chicano/Latino Studies and Sociology Departments. Prior to UCI, he was Assistant Professor of Education at the Harvard University Graduate School of Education. Dr. Conchas' work focuses on inequality with an emphasis on urban schooling systems. His research specifically focuses on the sociocultural processes within the urban school context that structure variations in educational opportunity for low-income immigrant and U.S-born Latino, Asian American, and African American youth. He is the author of The Color of Success: Race and High-Achieving Urban Youth (TC Press, 2006). Dr. Conchas teaches courses on theory, policy, and practice about race and urban schooling.

Pedro Noguera is the Peter L. Agnew Professor of Education at New York University. He holds tenured faculty appointments in the departments of Teaching and Learning and Humanities and Social Sciences at the Steinhardt School of Culture, Education and Development and in the Department of Sociology at New York University. He is also the Executive Director of the Metropolitan Center for Urban Education and the co-Director of the Institute for the Study of Globalization and Education in Metropolitan Settings (IGEMS).He is the author of The Imperatives of Power: Political Change and the Social Basis of Regime Support in Grenada (Peter Lang Publishers, 1997), City Schools and the American Dream (Teachers College Press 2003), Unfinished Business: Closing the Achievement Gap in Our Nation's Schools (Josey Bass, 2006) City Kids, City Teachers with Bill Ayers and Greg Michie (New Press 2008), and his most recent book is The Trouble With Black Boys...and Other Reflections on Race, Equity and the Future of Public Education (Wiley and Sons, 2008). Noguera has also appeared as a regular commentator on educational issues on CNN, National Public Radio, and other national news outlets.

Michael Graves is the Armerding Chair of Biblical Studies and associate professor of Old Testament at Wheaton College, Illinois. He is also the author ofJerome's Hebrew Philology

Foreword
Preface
Acknowledgments
Introduction
Purpose of this Book
Structure, Culture, and Agency
Semantic Conventions
Research Design
Organization of the Book
The Racial Dichotomy and Challenges Confronting Students in American Schools: Toward a Conceptual Framework of Urban School Success
Issues Associated with Educational Inequality
Cultural-Ecological Explanations of Minority School Failure
Complicating the Cultural-Ecological Framework
School Processes and Minority Achievement
Voices of High-Achieving Minority Youth
Confronting Segregation and Stereotypes
Finding Goodness in Urban Schooling
Conclusion
Balkanization in School Organization: Integrated and Segregated School Societies Side-by-Side
Racial Segregation and Performance
Baldwin High School as the Case Study Setting
Why a California High School?
The General School Climate as Perceived by Teachers and Students
Low-Achieving Student Perceptions About the General School Pathway
Violence and the Daily Practice of Going to School
Small Learning Communities: Career Academies
Conclusion
"Ain't No Thing But a Chicken Wing": Constructing Black Student Success
Background on Black Student Achievement
The Situation at Baldwin High School
The Academy Experience at Baldwin High School
A Closer Look at African American Males
A Closer Look at African American Females
Conclusion
"I Want to Make a Difference": Forging Optimism Among Latino Students
Background on Latino School Achievement
School Opportunity Structure and Racial Perceptions
Identity Formation Among Latino Students
Responses of High-Achieving Latino Students
Creating Optimism Despite Inequality Among Medical Academy Latinos
Conclusion
"We Just Make the Best of What We Have": Understanding Vietnamese Student Motivation and Success
Background on Asian American Student Achievement
Vietnamese-Origin Students at Baldwin High School
Gender and the Construction of Student Ability
Academic Identity Groups Among High-Achieving Vietnamese Students
Understanding the Model Minority Stereotype
Structuring Competition versus Collaborative Learning
Benefiting from the Model Minority Typology
Conclusion
Social Capital Among Urban Youth: How Interactions with Peers and Teachers Promote Achievement
Differences in Students' Studying Behavior
Familial Sources of Social Capital
Nonfamilial Sources of Social Capital
Multivariate Results: The Influence of Familial and Nonfamilial Social Capital on Study Habits
Nonfamilial Processes of Social Capital Within Baldwin High School
Conclusion
Conclusion: Implications for Policy and Practice
Institutional Processes, Social Support Systems, and School Success
Student Ideology, Institutional Mechanisms, and Social Support Systems
Summary of Key Findings and Policy Recommendations
Implications for Further Research
Policy and Practice Limitations
Conclusion
On the Subjectivity of the Researcher
References
Index
About the Author
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