Teaching to Close the Achievement Gap for Students of Color Understanding the Impact of Factors Outside the Classroom Routledge Research in Educational Equality and Diversity Series
Coordonnateurs : Ransaw Theodore S., Majors Richard
This volume highlights approaches to closing the achievement gap for
students of color across K-12 and post-secondary schooling. It uniquely
examines factors outside the classroom to consider how these influence
student identity and academic performance.
Teaching to Close the Achievement Gap for Students of Color offers
wide-ranging chapters that explore non-curricular issues including
trauma, family background, restorative justice, refugee experiences, and
sport as determinants of student and teacher experiences in the classroom.
Through rigorous empirical and theoretical engagement, chapters
identify culturally responsive strategies for supporting students as they
navigate formal and informal educational opportunities and overcome
intersectional barriers to success. In particular, chapters highlight how
these approaches can be nurtured through teacher education, effective
educational leadership, and engagement across the wider community.
This insightful collection will be of interest to researchers, scholars,
and post-graduate students in the fields of teacher education, sociology
of education, and educational leadership.
Part 1: The Importance of Teacher Education for Diverse Classrooms 1. The Related and Unrelated Relationship of Cultural Competency, Self-identity and Academic Identity: Cultural Competency or Rigor? 2. Trauma Informed Teacher Training: The Impact of Trauma on Minority Student School Success 3. Race and Restorative Justice in Urban Schools Part 2: Acknowledging the Impact of Student Life Beyond the Classroom 4. Family Discussions of Race Impacting Children’s PK-12 Schooling: Critical Pedagogy 5. Sport Coach as Educational Leader: Distributed Leadership 6. Informing the Career Development Process of Black Male Community College Basketball Players: More Than the Game Part 3: Using Narrative Approaches to Problematize Student Experience 7. Refuge Among the Revolution: The Power of Narrative Inquiry 8. Developing Consensus Through Digital Storytelling: Exploring Perceptions of Collaboration From Native Youth 9. Narrative Approaches to Exposing the Racialized Experiences of Asian American Male Students
Theodore S. Ransaw is Outreach Specialist in the Department of K-12
Outreach in the College of Education and affiliated faculty in African
American and African Studies at Michigan State University, U.S.A.
Richard Majors is Honorary Professor at the University of Colorado-
Colorado Springs, Senior Fellow of the Applied Centre for Emotional
Literacy & Research (ACELLR) and former Clinical Fellow at Harvard
Medical School, U.S.A.
Date de parution : 05-2022
15.2x22.9 cm
Date de parution : 10-2020
15.2x22.9 cm
Thème de Teaching to Close the Achievement Gap for Students of Color :
Mots-clés :
Black Male Student Athletes; Young Men; Achievement Gap; Black Male; Barriers to Success; Stereotype Threat; Racialized experiences; Restorative Justice; Urban education; Asian American Students; Minority students; Black Male Athletes; Students of color; High School Student Athletes; Black youth; Sport Coaches; Hispanic youth; Cognitive Behavioral; Latinx youth; IKP; Asian youth; PK-12 Schooling; Native youth; Model Minority; Cultural competency; Model Minority Myth; Culturally competent teaching; Asian Americans; Culturally responsive teaching; Elementary Age Children; Student identity; Elementary Aged Children; Academic identity; Racial Microaggressions; Academic achievement; African American Male Student Athletes; Trauma informed teaching; Academic Performance Gap; School discipline; Nurture Group; CBI; Student athletes; Parental involvement; Perpetual Foreigner; refugee experience; Asian American College Students; academic performance; family background