Description
Book SynopsisAs 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.
Table of ContentsNotes on Contributors Introduction Juan F. Carrillo and Tim Conder 1 Capitalizing on Achievement: A Critical Examination of School-Based Mentoring Programs and Student Achievement Shanyce L. Campbell 2 Someone Fabulous Like Me: White Mentors’ Representations of Moralities and Possibilities for a White Complicity Pedagogy for Mentoring Amy Senta and Danielle Parker Moore 3 Class Crossings: Mentoring, Stratification and Mobility George Noblit, Danielle Parker Moore and Amy Senta 4 “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 5 Inculcando Confianza: Towards Exploring the Possibilities in the Mentoring of Latina Youth Esmeralda Rodriguez 6 Examining the Mentoring Discourse Regarding the Parenting Practices of Black, Female-Led Families Dana Griffin 7 Final Thoughts Juan F. Carrillo
