Youth Helping Youth: Linking Violence to Poor School Performance in the Latino Community.

Autor/in	Jose-Kampfner, Cristina
Titel	Youth Helping Youth: Linking Violence to Poor School Performance in the Latino Community.
Quelle	(1994), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; College Students; Dropout Characteristics; Dropout Prevention; Dropouts; Family Environment; Higher Education; Hispanic Americans; Junior High School Students; Junior High Schools; Mentors; Pilot Projects; Poverty; Relevance (Education); Secondary School Teachers; Social Problems; Suspension; Violence; Youth Problems + Suchen Sie Ihr Suchwort? Schulleistung; Collegestudent; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Familienmilieu; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hispanic; Hispanoamerikaner; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Pilot project; Modellversuch; Pilotprojekt; Armut; Relevance; Relevanz; Social problem; Soziales Problem; Ausschluss; Schulausschluss; Gewalt
Abstract	Why so many Latino students drop out of schools is considered from the perspective that much of the literature on this problem is inadequate because it ignores the experiences of Latino youth at home, in school, and in the community, and attempts to explain the failure of the educational system in terms of just one area. Interviews were conducted with 10 focus groups in southwest Detroit (Michigan). Three groups were for junior high school students and two were for parents, with one each for teachers, community workers, and school counselors, and two for Latino dropouts. In addition, a program that brings together college students as tutors, mentors, and group leaders with junior high school students was examined. Both the focus groups and the successes of the "Youth Helping Youth" program demonstrate that violence is endemic in the contexts in which these urban Latino students live and that traditional approaches have failed to recognize or to address the needs of these students. Integrating emotional support and individualized attention offers promise for combatting the environment that assaults these students. (Contains 71 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC