ERIC Number: ED542770
Record Type: Non-Journal
Publication Date: 2013-Feb
Abstractor: As Provided
Reference Count: 0
College-Ready: Preparing Black and Latina/o Youth for Higher Education--A Culturally Relevant Approach
Knight, Michelle G.; Marciano, Joanne E.
Teachers College Press
This book will support teachers, counselors, and administrators in creating a culturally relevant, school-wide, college-going culture to improve educational experiences and outcomes for Black and Latina/o youth. The authors present the perspectives and experiences of 25 students, focusing on the complexities of their daily lives and illuminating some of the significant influences that have supported or hindered their college readiness and access. They situate issues of college access in a national context, provide insight into who and what influences youth's college-going processes, and engage readers in critical analysis to create culturally relevant policies and practices within their own school contexts. Book Features include: (1) Important research findings of a four-year study in a public high school with critical reflection questions; (2) Links between culturally relevant pedagogy and college readiness and access; (3) "Teacher Responses" that connect the contents of each chapter to the author's experience working with youth; and (4) "Reading in Action" sections for professional development with individuals, small groups of educators, and whole school communities.
Descriptors: College Readiness, African American Students, Hispanic American Students, Culturally Relevant Education, School Culture, Access to Education, College Preparation, Professional Development, High Schools, Public Schools, Educational Research
Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: email@example.com; Web site: http://www.tcpress.com
Publication Type: Books; Reports - Descriptive
Education Level: High Schools; Higher Education; Postsecondary Education; Secondary Education
Audience: Counselors; Teachers; Administrators
Authoring Institution: N/A