Books in the Adolescent Cultures, School & Society series

This book helps young black males, educators, policy makers, parents, and all other interested parties to understand the importance of education alongside athletic pursuits.

In the fall of 2000 the Flandreau Indian School began a reform effort called Success Academy, aimed at preparing all of its students for post-secondary education. Throughout all aspects of Success Academy programming, students' American Indian identities are affirmed, honored and incorporated into school culture. Ethnicity matters in each and every aspect of Success Academy.

An examination of twenty-four at-risk adolescent girls' writing practices in a Third Space setting located within a school but outside of the confines of a regular classroom. It offers educators insights into teaching writing to adolescent girls who are falling through the cracks of the public education system in the United States.

From Silent Witnesses to Active Agents

Explores the beliefs, attitudes, and behaviors of adolescent girls and boys and female teachers in order to expose the continuing persistence of sexual harassment in the United States. This book addresses the sexual double standard that continues to hold girls and women accountable for male sexual aggression.

Suitable for teachers, school administrators, educational scholars, and students who have an interest in making schools a vital community resource, this study attempts to restore CSL's philosophical bearings, arguing that there are particular understandings of its components that imply particular kinds of educational practices.

An exploration of research, ideas, trends, and practices for educators who teach American history to adolescents from the middle grades through high school. It includes World of Practice sections - contributions from practitioners on topics such as teaching history with comic books, and the role of controversial topics in the history classroom.

Suitable for anyone seeking to gain a better understanding of the lives of queer youth of color in urban communities, this title mobilizes feminist theories of intersectionality to explore the voices of Black gay male students and their teachers in a Northern California comprehensive high school.

As many young adults continue to disengage with learning each day, teachers and administrators struggle to find programming that re-engages secondary students with their schooling and communities. This book profiles one program that succeeds in doing so, and should serve as a model for others.

Becoming Educated examines the education of young people, especially those from the most `disadvantaged' contexts. This book shifts the focus to matters such as taking social class into consideration, puncturing notions of poverty and disadvantage, understanding neighborhoods as places of hope and creating spaces within which to listen to young peoples' aspirations.

This timely book, Making College Better: Views from the Top, offers more rational and practical responses to that public outcry by allowing college presidents and chancellors from a wide variety of postsecondary institutions the opportunity to address, in measured ways, many complex issues and how they might be untangled.

This timely book, Making College Better: Views from the Top, offers more rational and practical responses to that public outcry by allowing college presidents and chancellors from a wide variety of postsecondary institutions the opportunity to address, in measured ways, many complex issues and how they might be untangled.

Critical Pedagogy, Sexuality Education and Young People presents cutting-edge empirical and theoretical research on the role of Critical Pedagogy in transforming sexuality education.

The Dynamic Student Development Metatheodel (DSDM) is a meta-theory based on empirically based inferences drawn from a national survey entitled the University Learning Outcomes Assessment (UniLOA).

Living on the Edge: Rethinking Poverty, Class and Schooling, Second Edition confronts one of the most enduring and controversial issues in education-the nexus between poverty and underachievement.

Critical Pedagogy, Sexuality Education and Young People presents cutting-edge empirical and theoretical research on the role of Critical Pedagogy in transforming sexuality education.

The Dynamic Student Development Metatheodel (DSDM) is a meta-theory based on empirically based inferences drawn from a national survey entitled the University Learning Outcomes Assessment (UniLOA).

Re-engaging Disconnected Youth profiles a program that succeeds in doing so, one that can serve as a model for others. Drawing on Adult Transformative Learning Theory, the book is an in-depth, qualitative study of the ways the program transformed adult and youth perceptions of trust, connections, schooling and human rights.

Learning to Be an Individual delves into how the ideology of individualism shapes American personhood by examining socialization during early adolescence. As an anthropological study, it painstakingly analyzes the workings of American cultural conceptions of self, person, and emotion in the minute details of everyday school life. In so doing, it draws attention to a crucial, yet often overlooked, aspect of schooling: affective education. It also points out how emotion is deeply involved in morality politics in American education and society. This is a book that needs to be read by anyone interested in the role of individualism in public education.

Promoting Academic Resilience in Multicultural America combines biographical sketches of resilient students, examples of effective programs designed to encourage resilience, recent research in the field, and their own experiences of resilient academics of color. The book illustrates exactly how academic success occurs within traditionally challenged learning environments. The authors focus most closely on the crucial transition between high school and college. The individuals spotlighted and programs outlined cross racial, gender, socioeconomic, and ethnic lines, and include African American, Hispanic, and white students. In part, the authors conclude that there are specific multidimensional protective factors that work collaboratively to enable the success of these exceptional students. It is the detailed exploration of these phenomena that lie at the heart of this work and that has the potential to help all children excel. Among other uses, this book could be a valuable addition to a college freshmen seminar series, a foundations of education course, a course on multiculturalism in America and/or any course focused on basic educational psychology.