Challenging the Academic (Mis)Categorization of Urban Youth: Building a Case for Puerto Rican High Achievers

Autor/inn/en	Antrop-Gonzalez, Rene; Velez, William; Garrett, Tomas
Titel	Challenging the Academic (Mis)Categorization of Urban Youth: Building a Case for Puerto Rican High Achievers
Quelle	In: Multiple Voices for Ethnically Diverse Exceptional Learners, 7 (2004) 2, S.16-32 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-1888
Schlagwörter	Extracurricular Activities; Gifted; Academic Achievement; Educational Opportunities; Social Capital; Urban Youth; Low Income Groups; Puerto Ricans; High Achievement; Hispanic Americans; High School Students; Minority Groups; Religion; Mothers; Misconceptions; Working Class; Self Concept; Parent Influence; Caring; Equal Education; Teacher Role + Suchen Sie Ihr Suchwort? Außerunterrichtliche Aktivität; Begabter, Hoch Begabter; Schulleistung; Bildungsangebot; Bildungschance; Sozialkapital; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Puerto Rican; Puerto-Ricaner; Hispanic; Hispanoamerikaner; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ethnische Minderheit; Mother; Mutter; Missverständnis; Arbeiterklasse; Selbstkonzept; Care; Pflege; Sorge; Betreuung; Lehrerrolle
Abstract	This article is intended to dispel the myth that Latinas and Latinos and other urban high school youths of color are not capable of performing at high academic levels. Much research shows that youths of color are underrepresented and underserved in gifted education programs. The authors describe the four success factors to which 10 working-class Puerto Rican high school students from low-income families attribute their high academic achievement: ( a) religiosity and extracurricular activities as sources of social capital; (b) affirming and maintaining a Puerto Rican identity; (c) maternal influences on students' academic achievement; and (d) the potential of caring teachers and other school staff to influence high academic achievement. Finally, the findings suggest that opportunities for students of color are still inequitably structured in large, comprehensive high schools. Hence, the authors argue that schools must continue to bridge the large gap between themselves and the communities they serve and make use of the funds of knowledge and social capital that their students already bring to school. (As Provided).
Anmerkungen	Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: multiplevoices1@austin.utexas.edu; Web site: http://www.cec.sped.org/ddel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10