000			03784cam a22005054i 4500
001			BRILL9789004407985
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005			20260610105750.0
007			cr un uuuua
008			190620s2019 ne b 001 0 eng
020			_a9789004407985 _q(electronic book)
020			_z9789004407961 _q(print)
024	7		_a10.1163/9789004407985 _2DOI
035			_a(OCoLC)1107058017
040			_aNL-LeKB _cNL-LeKB _erda
043			_an-us---
050	0	0	_aLB1731.4 _b.M46 2019
072		7	_aJN _2bicssc
072		7	_aEDU _x000000 _2bisacsh
082	0	0	_a371.102 _223
245	1	0	_aMentoring students of color : _bnaming the politics of race, social class, gender, and power / _cEdited by Juan F. Carrillo, Danielle Parker Moore and Tim Conder.
264		1	_aLeiden Boston : _bBrill | Sense, _c2019.
300			_a1 online resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _2rdacarrier
490	1		_aAfrican Social Studies Series; _vvolume39
490	1		_aEducational Research E-Books Online, Collection 2019, ISBN: 9789004390836
504			_aIncludes bibliographical references and index.
505	0	0	_tFront Matter -- Copyright page -- Notes on Contributors -- Introduction / _rJuan F. Carrillo and Tim Conder -- Capitalizing on Achievement: A Critical Examination of School-Based Mentoring Programs and Student Achievement / _rShanyce L. Campbell -- Someone Fabulous Like Me: White Mentors’ Representations of Moralities and Possibilities for a White Complicity Pedagogy for Mentoring / _rAmy Senta and Danielle Parker Moore -- Class Crossings: Mentoring, Stratification and Mobility / _rGeorge 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 / _rTim Conder and Alison LaGarry -- Inculcando Confianza: Towards Exploring the Possibilities in the Mentoring of Latina Youth / _rEsmeralda Rodriguez -- Examining the Mentoring Discourse Regarding the Parenting Practices of Black, Female-Led Families / _rDana Griffin -- Final Thoughts / _rJuan F Carrillo.
520			_aAs 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.
650		0	_aMentoring in education _zUnited States.
650		0	_aMulticultural education _zUnited States.
650		0	_aAfrican American students _xSocial aspects.
650		0	_aHispanic American students _xSocial aspects.
650		0	_aHome and school _zUnited States.
700	1		_aCarrillo, Juan F., _eeditor.
700	1		_aParker Moore, Danielle, _eeditor.
700	1		_aConder, Tim, _eeditor.
776	0	8	_iPrint version: _tMentoring students of color: naming the politics of race, social class, gender, and power, _dLeiden Boston: Brill | Sense, 2019 _w9789004407961
830		0	_aAfrican Social Studies Series; _vvolume39.
830		0	_aEducational Research E-Books Online, Collection 2019, ISBN: 9789004390836.
856	4		_zDOI: _uhttp://dx.doi.org/10.1163/9789004407985
999			_c47146 _d47146