Mentoring students of color : naming the politics of race, social class, gender, and power /
Mentoring students of color : naming the politics of race, social class, gender, and power /
Edited by Juan F. Carrillo, Danielle Parker Moore and Tim Conder.
- 1 online resource.
- African Social Studies Series; volume39 Educational Research E-Books Online, Collection 2019, ISBN: 9789004390836 .
- African Social Studies Series; volume39. Educational Research E-Books Online, Collection 2019, ISBN: 9789004390836. .
Includes bibliographical references and index.
Front Matter -- Copyright page -- Notes on Contributors -- Introduction / Juan F. Carrillo and Tim Conder -- Capitalizing on Achievement: A Critical Examination of School-Based Mentoring Programs and Student Achievement / Shanyce L. Campbell -- Someone Fabulous Like Me: White Mentors’ Representations of Moralities and Possibilities for a White Complicity Pedagogy for Mentoring / Amy Senta and Danielle Parker Moore -- Class Crossings: Mentoring, Stratification and Mobility / George Noblit, Danielle Parker Moore and Amy Senta -- “I Don’t Think It’s Changed Me, It’s Helped Mold Me”: The Agency of Students of Color in a Whitestream Mentoring Organization / Tim Conder and Alison LaGarry -- Inculcando Confianza: Towards Exploring the Possibilities in the Mentoring of Latina Youth / Esmeralda Rodriguez -- Examining the Mentoring Discourse Regarding the Parenting Practices of Black, Female-Led Families / Dana Griffin -- Final Thoughts / Juan F Carrillo.
As more students of color continue to make up our nation’s schools, finding ways to address their academic and cultural ways knowing become important issues. This book explores these intersections, by covering a variety of topics related to race, social class, and gender, all within a multiyear study of a mentoring program that is situated within U.S. K-12 schools. Furthermore, the role of power is central to the analyses as the contributors examine questions, tensions, and posit overall critical takes on mentoring. Finally, suggestions for designing critical and holistic programming are provided. Contributors are: Shanyce L. Campbell, Juan F. Carrillo, Tim Conder, Dana Griffin, Alison LaGarry, George Noblit, Danielle Parker Moore, Esmeralda Rodriguez, and Amy Senta.
9789004407985
10.1163/9789004407985 DOI
Mentoring in education--United States.
Multicultural education--United States.
African American students--Social aspects.
Hispanic American students--Social aspects.
Home and school--United States.
LB1731.4 / .M46 2019
371.102
Includes bibliographical references and index.
Front Matter -- Copyright page -- Notes on Contributors -- Introduction / Juan F. Carrillo and Tim Conder -- Capitalizing on Achievement: A Critical Examination of School-Based Mentoring Programs and Student Achievement / Shanyce L. Campbell -- Someone Fabulous Like Me: White Mentors’ Representations of Moralities and Possibilities for a White Complicity Pedagogy for Mentoring / Amy Senta and Danielle Parker Moore -- Class Crossings: Mentoring, Stratification and Mobility / George Noblit, Danielle Parker Moore and Amy Senta -- “I Don’t Think It’s Changed Me, It’s Helped Mold Me”: The Agency of Students of Color in a Whitestream Mentoring Organization / Tim Conder and Alison LaGarry -- Inculcando Confianza: Towards Exploring the Possibilities in the Mentoring of Latina Youth / Esmeralda Rodriguez -- Examining the Mentoring Discourse Regarding the Parenting Practices of Black, Female-Led Families / Dana Griffin -- Final Thoughts / Juan F Carrillo.
As more students of color continue to make up our nation’s schools, finding ways to address their academic and cultural ways knowing become important issues. This book explores these intersections, by covering a variety of topics related to race, social class, and gender, all within a multiyear study of a mentoring program that is situated within U.S. K-12 schools. Furthermore, the role of power is central to the analyses as the contributors examine questions, tensions, and posit overall critical takes on mentoring. Finally, suggestions for designing critical and holistic programming are provided. Contributors are: Shanyce L. Campbell, Juan F. Carrillo, Tim Conder, Dana Griffin, Alison LaGarry, George Noblit, Danielle Parker Moore, Esmeralda Rodriguez, and Amy Senta.
9789004407985
10.1163/9789004407985 DOI
Mentoring in education--United States.
Multicultural education--United States.
African American students--Social aspects.
Hispanic American students--Social aspects.
Home and school--United States.
LB1731.4 / .M46 2019
371.102