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Author: Ann Locke Davidson
Publisher: State University of New York Press
ISBN: 1438400535
Category : Education
Languages : en
Pages : 272
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Book Description
Making and Molding Identity in Schools delves into the lives of adolescents to examine how youths assert ethnic and racial identities in the face of policies, discourses, and practices that work both to reproduce and challenge social categories. Detailed case studies illuminate adolescent voices and perspectives, revealing that identity and academic engagement emanate not just from societal and cultural forces, but also from ordinary, day to day interactions and experiences within school settings. Drawing on contemporary social theory, the author emphasizes the political and relational nature of race and ethnicity, and illustrates the potential for identities and ideologies to vary over time and across school settings. The book provides a needed expansion of theories that link youth identities and ideologies solely to cultural, economic and political forces, and provides insight into settings that allow students to engage without discarding their ethnic and racial selves.
Author: Ann Locke Davidson
Publisher: State University of New York Press
ISBN: 1438400535
Category : Education
Languages : en
Pages : 272
Get Book Here
Book Description
Making and Molding Identity in Schools delves into the lives of adolescents to examine how youths assert ethnic and racial identities in the face of policies, discourses, and practices that work both to reproduce and challenge social categories. Detailed case studies illuminate adolescent voices and perspectives, revealing that identity and academic engagement emanate not just from societal and cultural forces, but also from ordinary, day to day interactions and experiences within school settings. Drawing on contemporary social theory, the author emphasizes the political and relational nature of race and ethnicity, and illustrates the potential for identities and ideologies to vary over time and across school settings. The book provides a needed expansion of theories that link youth identities and ideologies solely to cultural, economic and political forces, and provides insight into settings that allow students to engage without discarding their ethnic and racial selves.
Author: Beatriz Adrianna Rodriguez
Publisher:
ISBN:
Category :
Languages : en
Pages : 161
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Book Description
Latina/os are currently the largest ethnic minority group in the United States, with increasing high numbers of adolescents (Gonzalez et al., 2008; Ennis, Rios-Vargas, & Albert, 2011). Yet, Latina/o youth face a concerning number of educational and social challenges. And in addition to low academic achievement and high dropout rates, they are at high risk of being involved in problem behaviors (Reyes & Elias, 2011). While many research studies have investigated the risk factors linked to delinquent behaviors, less research has been done on factors that protect adolescents, particularly Latino, from engaging in delinquent activities. This study explored how two protective factors (school engagement and ethnic identity) relate to involvement in delinquent behaviors among Latino adolescents. The sample consisted of 135 high school students under the age of 16, with ethnic roots from Central America and Mexico. As expected, multiple regression analyses indicated that positive school engagement and ethnic identity were significantly related to self-reported delinquent problem behavior and with drug and alcohol use. Adolescents who were engaged in school and had a strong ethnic identity were less likely to be involved in delinquent activities, including substance use. This study includes implications for the development of interventions that can help foster school engagement and ethnic identity among Latino adolescents, in order to help reduce involvement in problem behaviors and substance use.
Author: Sandra Kei Chapman
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages :
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Book Description
Author: ROSA HERNANDEZ SHEETS
Publisher: Routledge
ISBN: 1135682100
Category : Education
Languages : en
Pages : 283
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Book Description
Presents work of scholars and practitioners who are exploring the interconnections of racial and ethnic identity to human development, for the purpose of promoting successful pedagogical practices and services.
Author: Christine E. Sleeter
Publisher: Multicultural Education
ISBN: 0807763454
Category : Education
Languages : en
Pages : 177
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Book Description
"Drawing on Christine Sleeter's review of research on the academic and social impact of ethnic studies commissioned by the National Education Association, this book will examine the value and forms of teaching and researching ethnic studies. The book employs a diverse conceptual framework, including critical pedagogy, anti-racism, Afrocentrism, Indigeneity, youth participatory action research, and critical multicultural education. The book provides cases of classroom teachers to 'illustrate what such conceptual framework look like when enacted in the classroom, as well as tensions that spring from them within school bureaucracies driven by neoliberalism.' Sleeter and Zavala will also outline ways to conduct research for 'investigating both learning and broader impacts of ethnic research used for liberatory ends'"--
Author: Ursula Elinor Moffitt
Publisher:
ISBN:
Category :
Languages : en
Pages : 63
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Book Description
Author: Yali Zou
Publisher: SUNY Press
ISBN: 9780791437537
Category : Social Science
Languages : en
Pages : 470
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Book Description
A stimulating comparative examination of the educational ramifications of cultural identity, with implications for public policy.
Author: Ting Ling Sha
Publisher:
ISBN:
Category : Motivation in education
Languages : en
Pages : 354
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Book Description
Students' motivational beliefs, sense of belonging, and ethnic identity were examined in relation to effort, persistence, procrastination, school attendance, and academic achievement. A total of 589 seventh and eighth graders completed a self-report survey assessing motivational belief variables (academic self-efficacy; Midgley et al., 2000; value of academic success; Fuligni, Witkow, & Garcia, 2005; mastery-approach goal orientation; Midgley et al., 2000, mastery-avoidance goal orientation; Elliot & McGregor, 2001; performance-approach goal orientation and performance-avoidance goal orientation; Midgley et al., 2000), sense of belonging variables (acceptance, belonging, rejection; Hagborg, 1994; perception of teachers' opinions), ethnic identity variables (affirmation, belonging, and commitment and exploration and behaviors; Roberts et al., 1999), and school engagement variables (effort, persistence, procrastination; Wolters, 2004; attendance). Results from the hierarchical multiple linear regressions indicated that feelings of rejection, the adoption of mastery-avoidance goal orientation, and the adoption of performance-avoidance goal orientation were negative predictors of effort and persistence. Perceptions of teachers' opinions, academic self-efficacy, value of academic success, mastery-approach goal orientation, and performance-approach goal orientation were positive predictors of effort. Academic self-efficacy, value of academic success, and mastery-approach goal orientation were positive predictors of persistence. Rejection, mastery-avoidance goal orientation, performance-approach goal orientation, and performance-avoidance goal orientation were positive predictors of procrastination, while value of academic success and mastery-approach goal orientation were both negative predictors of procrastination. Belonging and value of academic success were positive predictors of attendance, while mastery-avoidance was a negative predictor. Academic self-efficacy and attendance were positive predictors of overall language arts averages, overall academic averages, and reading achievement scores. Value of academic success was a positive predictor of student overall academic averages and reading achievement scores. However, mastery-approach goal orientation was a negative predictor of each of the academic outcome variables. Persistence (positively) and procrastination (negatively) were also predictive of overall language arts averages and overall academic averages. Affirmation, belonging, and commitment was a positive predictor of reading achievement scores, yet performance-approach goal orientation was a negative predictor of reading achievement scores. These results offer practical implications for educators, illustrating the importance of academic self-efficacy and value of school success on effort, persistence, and academic achievement.
Author: Jessica T. DeCuir-Gunby
Publisher: Routledge
ISBN: 1317508386
Category : Education
Languages : en
Pages : 264
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Book Description
Race and Ethnicity in the Study of Motivation in Education collects work from prominent education researchers who study the interaction of race, ethnicity, and motivation in educational contexts. Focusing on both historical and contemporary iterations of race-based educational constructs, this book provides a comprehensive overview of this critical topic. Contributors to the volume offer analyses of issues faced by students, including students’ educational pursuits and aspirations, as well as the roles of students’ family and social networks in achieving educational success. A timely and illuminating volume, Race and Ethnicity in the Study of Motivation in Education is the definitive resource for understanding motivation issues posed by non-dominant groups—including African American, Latino, Asian-Pacific Islanders, and Arab-American students--in educational contexts
Author: Patrick M. Jenlink (Ed)
Publisher: Rowman & Littlefield
ISBN: 1607091062
Category : Education
Languages : en
Pages : 233
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Book Description
The "Struggle for Identity in Today's Schools" examines cultural recognition and the struggle for identity in America's schools. In particular, the contributing authors focus on the recognition and misrecognition as antagonistic cultural forces that work to shape, and at times distort identity. What surfaces throughout the chapters are two lessons to be learned in relation to identity. The first lesson is that identities and the acts attributed to them are always forming and re-forming in relation to historically specific contexts, and these contexts are political in nature, I.E., defined by issues of diversity such as race, ethnicity, language, sexual orientation, gender, and economics. The second lesson presented by the authors is that identity forms in and across intimate and social contexts, over long periods of time. The historical timing of identity formation cannot simply be dictated by discourse. The identities posited by any particular discourse become important and a part of everyday life based on the intersection of social histories and social actors. Importantly, the social-cultural use of identities leads to another way of conceptualizing histories, personhoods, cultures, and their distributions over social and political groups. Contents of this book include: (1) Cultural Identity--Discovering Authentic Voice; (2) Introduction: Cultural Identity and the Struggle for Recognition (Patrick M. Jenlink and Faye Hicks Townes), which includes: (a) Affirming Diversity, Politics of Recognition, and the Cultural Work of Schools (Patrick M. Jenlink); (b) Dialoguing Toward a Racialized Identity: a Necessary First Step in a Politics of Recognition (Kris Sloan); and (c) Misrecognition Compounded (Faye Hicks Townes); and (3) Struggle for Recognition--Embracing Cultural Politics, which includes: (a) Recognition, Identity Politics, and English Language Learners (Angela Crespo Cozart); (b) Identity Formation and Recognition in Asian-American Students (Kim Woo); (c) Curriculum and Recognition (Ray Horn); (d) Extracurricular Activities and Student Identity (Amanda Rudolph); (e) Recognition, Identity Politics, and the Special Needs Student (Sandra Stewart); (f) Athletes, Recognition, and the Formation of Identity (Vincent Mumford); (g) Administrator to Parent Recognition: Treat Me with Respect (Julia Ballenger); (h) Recognition and Parent Involvement (Betty Alford); (I) Student Identity and Cultural Communication (Sandy Harris); (j) Value-Added Community: Recognition, Induction-Year Teacher Diversity and the Shaping of Identity (John Leonard); and (k) Coda: Recognition, Difference, and the Future of America's Schools (Patrick M. Jenlink).
