Literaturnachweis - Detailanzeige
Autor/inn/en | Achinstein, Betty; Curry, Marnie W.; Ogawa, Rodney T.; Athanases, Steven Z. |
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Titel | Organizing High Schools for Latina/o Youth Success: Boundary Crossing to Access and Build Community Wealth |
Quelle | In: Urban Education, 51 (2016) 7, S.824-854 (31 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0042-0859 |
DOI | 10.1177/0042085914550413 |
Schlagwörter | Hispanic American Students; Urban Schools; High School Students; Low Income Groups; Academic Achievement; Culturally Relevant Education; Case Studies; Cultural Capital; At Risk Students; Success; Program Effectiveness; Poverty; Models; School Community Relationship; Educational Environment; Cooperation; California Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Oberschule; Schulleistung; Case study; Fallstudie; Case Study; Erfolg; Armut; Analogiemodell; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Co-operation; Kooperation; Kalifornien |
Abstract | This article presents a 2-year critical case study of an urban high school innovating to enhance the academic performance of low-income Latina/o students, highlighting high-leverage practices that promote boundary crossing between school and community. First, we highlight foundational elements of school logic, mission, and community ethos that enabled boundary crossing. Second, we identify a key set of boundary-crossing practices that tap and build community wealth, and forms of capital that are shared, by bringing community into school and fostering youth engagement in community. We also reveal opportunities afforded and complexities arising from boundary crossing between school and community. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |