A Social Justice Approach to Achievement: Guiding Latina/o Students toward Educational Attainment with a Challenging, Socially Relevant Curriculum

Autor/in	Cammarota, Julio
Titel	A Social Justice Approach to Achievement: Guiding Latina/o Students toward Educational Attainment with a Challenging, Socially Relevant Curriculum
Quelle	In: Equity & Excellence in Education, 40 (2007) 1, S.87-96 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
Schlagwörter	Science Curriculum; Social Sciences; Justice; Educational Attainment; Action Research; Culturally Relevant Education; Hispanic Americans; Graduate Study; Critical Theory; High Risk Students; College Preparation; Graduation; Advanced Courses; High School Students; School Holding Power + Suchen Sie Ihr Suchwort? Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Gerechtigkeit; Bildungsabschluss; Bildungsgut; Projektforschung; Hispanic; Hispanoamerikaner; Aufbaustudium; Graduiertenstudium; Hauptstudium; Kritische Theorie; Problemschüler; Abschluss; Graduierung; Fortgeschrittenenunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	This article discusses how an experimental social science curriculum has influenced Latina/o students' perspectives of their potential to graduate high school and attend college. The curriculum, which is called the Social Justice Education Project (SJEP), requires students to adopt a serious academic subjectivity to analyze and address social conditions that may undermine their future opportunities. The curriculum reflects graduate-level seminars in critical theory and participatory action research. Many students in the first cohort to participate in the program were labeled "at risk" of dropping out. These students not only graduated but also excelled with the advanced-level course work. Their exposure to advanced-level work was the best measure for preventing their premature departure from high school as well as preparation for college. The article concludes with recommendations for how universities can work with local schools to foster the type of academic climate that is conducive to success. (Contains 1 table and 4 notes.) (Author).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10