Adolescent Development and School Achievement in Urban by Gary Creasey, Patricia A Jarvis

By Gary Creasey, Patricia A Jarvis

This well timed volume explores crucial issues, concerns, and demanding situations relating to kids’ lives and studying in underserviced city components. individual students offer theoretically grounded, multidisciplinary views on contexts and forces that impact adolescent improvement and success. The emphasis is on what's optimistic and potent, what could make a true distinction within the lives and existence percentages for city youths, instead of deficits and unfavorable disorder. Going past completely conventional mental theories, a powerful conceptual framework addressing 4 domain names for figuring out adolescent improvement undergirds the volume:

  • developmental continuities from childhood
  • primary adjustments (biological, cognitive, social)
  • contexts of improvement
  • adolescent results.

A significant federal govt initiative is the advance of courses to help underserviced city components. without delay appropriate to this initiative, this volume contributes considerably to gaining a practical figuring out of the contexts and associations in which city youths reside and learn.

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Extra info for Adolescent Development and School Achievement in Urban Communities: Resilience in the Neighborhood

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As with Bronfenbrenner’s ecological model, individuals are in the center of their own development. Personal characteristics influence other contexts of development, such as family dynamics, friendships, and opportunities within society. g. , 2009). For example, being an African American male may influence his decision or likelihood to speak up to give an answer aloud in a classroom environment. His individual confidence can contribute to his comfort in speaking up. His size, voice, and mannerisms may influence how others respond to him in return.

The social interactions internal to the youth’s neighborhood with adults and other youth) to be positively associated with both math and reading achievement. Similarly, Plybon, Edwards, Butler, Belgrave, and Allison (2003) found neighborhood social cohesion to be associated with school self-efficacy among African American adolescent females. Alternative operationalizations of community social capital, such as indices of attending neighborhood schools and more densely connected parental networks, also appear to support adolescent academic achievement (Israel, Beaulieu, & Hartless, 2001).

A phenomenological variant of ecological systems theory (PVEST): A self-organization perspective in context. Development and Psychopathology, 817–833. Spencer, M. , Swanson, D. , & Cunningham, M. (1991). Ethnicity, ethnic identity, and competence formation: Adolescent transition and cultural transformation. Journal of Negro Education, 60, 366–387. Villegas, A. , & Lucas, T. (2007). The culturally responsive teacher. Educational Leadership, 64, 28–33. Weinstein, C. , & Curran, M. (2004). Toward a conception of culturally responsive classroom management.

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