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

Fergus, Edward; Noguera, Pedro; Martin, Margary

3.89

9 ratings by Goodreads

9781612506753: Schooling for Resilience: Improving the Life Trajectory of Black and Latino Boys (Youth Development and Education Series)

ISBN 10: 1612506755 ISBN 13: 9781612506753

Publisher: Harvard Education Press, 2014

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 categorized as learning disabled, be absent from honors and gifted programs, and be overrepresented among students who are suspended and expelled from school. They are also less likely to enroll in college 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 color, 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 practices 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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From the Back Cover:

As a group, Black and Latino boys face persistent and devastating disparities in achievement compared to their White counterparts. 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 color, set out to address the broad array of academic and social problems faced by Black and Latino boys. In particular, the authors explore how choices about school structure and culture shape students’ development and achievement. In doing so, they 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.

“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

“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

“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

Edward Fergus is an assistant professor of educational leadership at New York University. Pedro Noguera is the Peter L. Agnew Professor of Education at New York University. Margary Martin is a visiting professor at Brown University.

About the Author:

Edward Fergus is an assistant professor of educational leadership at New York University. Pedro Noguera is the Peter L. Agnew Professor of Education at New York University. Margary Martin is a visiting professor at Brown University.

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