"Don't Give up on Me": Critical Mentoring Pedagogy for the Classroom Building Students' Community Cultural Wealth

Autor/inn/en	Liou, Daniel D.; Martinez, Antonio Nieves; Rotheram-Fuller, Erin
Titel	"Don't Give up on Me": Critical Mentoring Pedagogy for the Classroom Building Students' Community Cultural Wealth
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 29 (2016) 1, S.104-129 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2015.1017849
Schlagwörter	Mentors; Critical Theory; Teaching Methods; Academic Achievement; Ethnography; Case Studies; High School Students; Expectation; Resilience (Psychology); Caring; Educational Change; Minority Group Students; Urban Education; Teacher Expectations of Students; Teacher Education; Teacher Student Relationship; Secondary School Teachers; Hidden Curriculum; Academic Aspiration; Educational Improvement; Student Attitudes; Barriers; Educational Experience; Observation; Semi Structured Interviews; Qualitative Research; California + Suchen Sie Ihr Suchwort? Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Ethnografie; Case study; Fallstudie; Case Study; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Expectancy; Erwartung; Care; Pflege; Sorge; Betreuung; Bildungsreform; Stadtteilbezogenes Lernen; Lehrerausbildung; Lehrerbildung; Teacher student relationships; Lehrer-Schüler-Beziehung; Heimlicher Lehrplan; Teaching improvement; Unterrichtsentwicklung; Schülerverhalten; Bildungserfahrung; Beobachtung; Qualitative Forschung; Kalifornien
Abstract	This one-year ethnographic case study focused on students of color from a West Coast High School who faced a variety of academic challenges. Collectively, they shared perspectives on school improvement, and among the recommendations was the importance of mentorship in the classroom to develop students' aspirational, navigational, and informational capital for academic resiliency, high expectations, and success. This article highlights the perspectives of multiple stakeholders, such as students and teachers, on the qualities of mentorship practices. Using these data, a framework was developed to promote mentoring as an interrelated process in classroom instruction to ignite a new perspective on school reform. In this particular context, this study concludes that these students of color viewed mentorship as a critical component that was often missing in their high school careers. In an effort to improve students' experiences in the classroom, this article argues that teachers must develop critical mentoring skills, beyond what is traditionally considered as mentoring services, as a pedagogical tool to assist students to overcome their academic challenges and achieve school success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01