ERIC Number: EJ1129440
Record Type: Journal
Publication Date: 2017-Mar
Abstractor: As Provided
"We're Friends, We Have to Be in This Together": Examining the Role of Culturally Relevant Peer Interactions in Urban Youth's College Readiness and Access
Marciano, Joanne E.
Urban Review: Issues and Ideas in Public Education, v49 n1 p169-187 Mar 2017
This paper analyzes how and why ten Black and Latina/o youth attending an urban public high school engage culturally relevant peer interactions (Knight and Marciano in "College ready: preparing Black and Latina/o youth for higher education--a culturally relevant approach." Teachers College Press, New York, 2013) in preparing for, applying to, and/or enrolling in college. The study reconsiders culturally relevant pedagogy (Ladson-Billings in "The dreamkeepers: successful teachers of African American children." Jossey-Bass, San Francisco, 1994) as an analytic tool for exploring youth's culturally relevant peer interactions as supportive of their college-going processes (Tierney and Colyar in "Preparing for college: nine elements of effective outreach." SUNY Press, Albany, 2005) and new media literacy practices (Ito et al. in "Living and learning with new media: summary of findings from the Digital Youth Project." The MacArthur Foundation, Chicago, 2008. http://www.macfound.org/media/article_pdfs/DML_ETHNOG_WHITEPAPER.PDF ). Research findings include: new understandings of the reciprocal nature of youth's culturally relevant peer interactions; and new enactments of youth's college-going new media literacy practices. Recommendations for educational policy, practice, and research supportive of students' college readiness and access are discussed.
Descriptors: African American Students, Hispanic American Students, Peer Relationship, Interaction, Cultural Relevance, High School Students, Public Schools, College Preparation, Culturally Relevant Education, Media Literacy
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A