ERIC Number: ED358181
Record Type: RIE
Publication Date: 1992
Breaking the Barriers: Helping Female and Minority Students Succeed in Mathematics and Science. Jossey-Bass Education Series.
Clewell, Beatriz Chu; And Others
This book provides an in-depth examination of the strategies, structure, and operation of intervention programs for minority and female students in mathematics and sciences in grades 4 through 8. In Part 1, Chapter 1 discusses the barriers to female and minority participation in mathematics and science and the need for intervention. Chapter 2 explains why intervention efforts are needed at the middle school level and describes the changes that can help minority and female students attain proficiency. In part 2, chapters 3 and 4 describe intervention approaches and strategies, liken those approaches to their bases in research and theory, and provide concrete examples of their use in middle school intervention programs. Parts 3 and 4 discuss the delivery systems for the strategies and approaches described in earlier sections. In part 3, chapter 5 develops a conceptual framework for analyzing programs, describes the key components of an effective program and how they interact, while chapter 6 discusses program outcomes and contextual elements. The chapters in part 4 present a guide to implementing a program and discuss issues of institutionalization. The appendixes present case studies of 10 effective programs; a directory of successful intervention programs (including useful materials available from them), and contains 268 references. (JB)
Descriptors: Academic Achievement, Affirmative Action, Case Studies, Classroom Techniques, Educational Discrimination, Elementary Secondary Education, Females, Intermediate Grades, Intervention, Junior High Schools, Mathematics Education, Middle Schools, Minority Group Children, Program Implementation, Science Education, Student Attitudes
Jossey-Bass Inc., Publishers, P.O. Box 44305, San Francisco, CA 94144-4305 ($29.95).
Publication Type: Books; Information Analyses
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A