Many Black, Latinx, multiracial and ethnically diverse, first-generation college students turned PhDs—tie their academic success, achievements, and ability to navigate the difficult terrain of higher education back to the critical experiences and lessons learned in their home lives and through their cultural backgrounds. For them, culture matters. This book offers an opportunity for an anti-deficit and positive examination of (Black, Latinx, and multiracial) culture and its role in creating educational efficacy among academics of color. Through personal narrative, educational and learning theory, creative writing/poetry, this hybrid text examines the cultural path to the doctorate. Transformative practice should be guided by an understanding of how an appreciation of a faculty member’s cultural, life, and social experiences can be used to establish a healthy environment that will better appreciate, engage, and retain faculty of color. Along these lines, this text also considers how cultural, life and social experiences translate into pedagogy, mentorship and value as faculty of color.

For a full list of entries and contributors, sample entries, and more, visit the Routledge International Encyclopedia of Women website. Featuring comprehensive global coverage of women's issues and concerns, from violence and sexuality to feminist theory, the Routledge International Encyclopedia of Women brings the field into the new millennium. In over 900 signed A-Z entries from US and Europe, Asia, the Americas, Oceania, and the Middle East, the women who pioneered the field from its inception collaborate with the new scholars who are shaping the future of women's studies to create the new standard work for anyone who needs information on women-related subjects.

Questions whether, and how, community colleges confront the challenges of diversity and provide real opportunities for upward mobility.

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Within parenting, a complex dynamic emerges as empirical research intersects with practical applications. Parental Influence on Educational Success and Wellbeing navigates uncharted territories in parenting research, tackling pivotal issues like culture, minority experiences, lifespan perspectives, disabilities, and the convergence of medical and legal dimensions. Its uniqueness lies in theoretical exploration and in providing tangible solutions—offering parents concrete best practices and strategies. This book is an indispensable resource for parents seeking to navigate the multifaceted challenges of nurturing their children in diverse contexts. By integrating insights from various dimensions of parenting research, the book equips parents with a nuanced understanding of how their actions reverberate through their child's life, influencing academic achievement and emotional well-being.

In contrast to research that focuses on the underperformance of young Black males in the British education system, the dominant notion of this volume is educational success. By aiming to understand how young, Black—notably African and Caribbean—male education plays out in different educational spaces, this book provides new insights around intersections between, and across, different structural forces and educational contexts. Examining the political, cultural, and structural factors that shape the educational journey of young Black men in the British education system, the book will cover topics such as: Race, gender, and class, and the attainment gap Contextualising Black men’s educational narratives The role of family and parenting in achieving success The role of community resource in achieving success Young British African and Caribbean Men Achieving Educational Success will be of interest to researchers, academics, and postgraduate students in the fields of multicultural education and gender and sexuality in education, as well as educators concerned with how Black male masculinities play out in educational discourses. Cecile Wright is Professor in the School of Sociology and Social Work, University of Nottingham, UK. Uvanney Maylor is Professor of Education in the Institute for Research in Education, at the University of Bedfordshire, UK. Thomas Pickup is a Principal Policy and Project Officer in local government in the UK.

This timely volume explores essential themes, issues, and challenges related to adolescents’ lives and learning in underserviced urban areas. Distinguished scholars provide theoretically grounded, multidisciplinary perspectives on contexts and forces that influence adolescent development and achievement. The emphasis is on what is positive and effective, what can make a real difference in the lives and life chances for urban youths, rather than deficits and negative dysfunction. Going beyond solely traditional psychological theories, a strong conceptual framework addressing four domains for understanding adolescent development undergirds the volume: developmental continuities from childhood primary changes (biological, cognitive, social) contexts of development adolescent outcomes. A major federal government initiative is the development of programs to support underserviced urban areas. Directly relevant to this initiative, this volume contributes significantly to gaining a realistic understanding of the contexts and institutions within which urban youths live and learn.

This book is the definitive and final presentation of John Ogbu’s cultural ecological model and the many debates that his work has sparked during the past decade. The theory and empirical foundation of Ogbu’s scholarship, which some have mistakenly reduced to the "acting white hypothesis," is fully presented and re-visited in this posthumous collection of his new writings plus the works of over 20 scholars. Ogbu’s own chapters present how his ideas about minority education and culture developed. Readers will find in these chapters the theoretical roots of his cultural ecological model. The book is organized as a dialogue between John Ogbu and the scholarly community, including his most ardent critics; Ogbu’s own work can be read at the same time as his critics have their say. Minority Status, Oppositional Culture, and Schooling examines content, methodological, and policy issues framing the debate on academic achievement, school engagement, and oppositional culture. It brings together in one volume, for the first time, some of the most critical works on these issues as well as examples of programs aimed at re-engagement. In addition to African Americans, it also looks at school engagement among Native American and Latino students. This book is essential reading for anyone interested in the study of the academic achievement gap.

This six-volume set focuses on Latin American, Caribbean, and Asian immigration, which accounts for nearly 80 percent of all new immigration to the United States. The volumes contain the essential scholarship of the last decade and present key contributions reflecting the major theoretical, empirical, and policy debates about the new immigration. The material addresses vital issues of race, gender, and socioeconomic status as they intersect with the contemporary immigration experience. Organized by theme, each volume stands as an independent contribution to immigration studies, with seminal journal articles and book chapters from hard-to-find sources, comprising the most important literature on the subject. The individual volumes include a brief preface presenting the major themes that emerge in the materials, and a bibliography of further recommended readings. In its coverage of the most influential scholarship on the social, economic, educational, and civil rights issues revolving around new immigration,this collection provides an invaluable resource for students and researchers in a wide range of fields, including contemporary American history, public policy, education, sociology, political science, demographics, immigration law, ESL, linguistics, and more.

The diversity education literature, both nationally and internationally, is broad and diffuse. Consequently, there needs to be a systematic and logical way to organize and present the state of research for students and professionals. American citizens need to understand the dynamics of their increasingly diverse communities and institutions and the global world in which we live, work, and lead. With continually evolving information on diversity policies, practices, and programs, it is important to have one place where students, scholars, teachers, and policymakers can examine and explore research, policy, and practice issues and find answers to important questions about how diversity in U.S. education—enriched with theories, research and practices in other nations—are explained and communicated, and how they affect institutional change at both the K-12 and postsecondary levels. With about 700 signed entries with cross-references and recommended readings, the Encyclopedia of Diversity in Education (4 volumes, in both print and electronic formats) will present research and statistics, case studies, and best practices, policies, and programs at pre- and postsecondary levels. Diversity is a worldwide phenomenon, and while most of the entries in the Encyclopedia will focus on the United States, diversity issues and developments in nations around the world, including the United States, are intricately connected. Consequently, to illuminate the many aspects of diversity, this volume will contain entries from different nations in the world in order to illuminate the myriad aspects of diversity. From A-to-Z, this Encyclopedia will cover the full spectrum of diversity issues, including race, class, gender, religion, language, exceptionality, and the global dimensions of diversity as they relate to education. This four-volume reference work will be the definitive reference for diversity issues in education in the United States and the world.