A Question of Necessity or of Equity? Full-Service Community Schools and the (Mis)Education of Black Youth

Autor/inn/en	McKinney de Royston, Maxine; Madkins, Tia C.
Titel	A Question of Necessity or of Equity? Full-Service Community Schools and the (Mis)Education of Black Youth
Quelle	In: Journal of Education for Students Placed at Risk, 24 (2019) 3, S.244-271 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McKinney de Royston, Maxine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2019.1615920
Schlagwörter	Public Schools; African American Students; Middle Schools; High Schools; Community Schools; Well Being; Academic Achievement; Success; Parent Attitudes; Student Attitudes; School Community Programs; Program Effectiveness; Racial Factors; Culturally Relevant Education; Family Needs; California (Oakland) + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Community school; ; Gemeindeschule; Gemeinschaftsschule; Well-being; Wellness; Wohlbefinden; Schulleistung; Erfolg; Elternverhalten; Schülerverhalten
Abstract	Public schools in the United States have struggled to determine whether their mandate is simply knowledge transmission or includes the development and well-being of the whole child. Contemporary realities of resegregation and inequality have prompted many districts to embrace this latter notion and consider the Full Service Community Schools (FSCSs) model. In this paper, we examine a school district's FSCS initiative as implemented at a predominately Black middle school and a racially heterogeneous high school. We ask, what are the characteristics--e.g. structural, pedagogical, relational, discursive--of FSCSs that seek to support Black students' well-being and academic success? How do Black parents and students experience these FSCSs? Findings illustrate the racialized nuance of FSCS reforms, including the critical role of culturally relevant strategies and the need for an aligned sociopolitical clarity and related set of goals across educational stakeholders in order to create and sustain the success of FSCSs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01