Daring to Care: The Role of Culturally Relevant Care in Mentoring Black and Latino Male High School Students

Autor/inn/en	Watson, Wanda; Sealey-Ruiz, Yolanda; Jackson, Iesha
Titel	Daring to Care: The Role of Culturally Relevant Care in Mentoring Black and Latino Male High School Students
Quelle	In: Race, Ethnicity and Education, 19 (2016) 5, S.980-1002 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2014.911169
Schlagwörter	Mentors; Cultural Relevance; African American Students; Hispanic American Students; Males; High School Students; Caring; Focus Groups; Critical Theory; Culturally Relevant Education; Qualitative Research; Phenomenology; Experience; Nontraditional Education; Trust (Psychology); Humanization + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Male; Männliches Geschlecht; High school; High schools; Oberschule; Care; Pflege; Sorge; Betreuung; Kritische Theorie; Qualitative Forschung; Phenomenological psychology; Phänomenologie; Psychologie; Erfahrung; Non-traditional education; Alternative Erziehung; Humanisierung
Abstract	This study seeks to challenge the uni-dimensional way care in school is written about by highlighting an often overlooked aspect of care--the kind that students do for each other. Data is drawn from focus groups conducted with the youth participants and founder of Umoja Network for Young Men (UMOJA), an all-male, school-based mentoring program for over-aged and under-credited (OA/UC) high school students. The authors draw on theories of culturally relevant pedagogy, care, and critical pedagogy to present the findings and propose a form of culturally relevant care (CRC) that entails warm demanding and building mutual trust. This study highlights the humanizing experiences of the Black and Latino male transfer students and their mentor. This focus on the experiences of young Black and Latino male participants seeks to shift the discourse from one focused on deficits to one that recognizes their agency and capacities for social and academic success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01