What Leaders Believe: Increasing Educational Attainment Among Urban Youth

被引：1

作者：

Person, Dawn R. ^{[1
,2
]}

Kaveh, Haydeh ^{[3
]}

Garcia, Yvonne ^{[2
]}

Carsey, Timothy A. ^{[2
]}

机构：

[1] Calif State Univ Fullerton, Educ Leadership, Fullerton, CA 92634 USA

[2] Calif State Univ Fullerton, Ctr Res Educ Access & Leadership, POB 6868, Fullerton, CA 92834 USA

[3] Calif State Univ Fullerton, Fullerton, CA 92634 USA

来源：

URBAN EDUCATION | 2021年 / 56卷 / 03期

关键词：

achievement gap; parental involvement; community collaboration; urban; dropout rates; urban education; student self-esteem; cultural responsiveness; college access; school; best practices; SCHOOLS;

D O I：

10.1177/0042085917721954

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Urban community leaders describe their perceptions of critical issues in education and offer recommendations for the creation of a college-going culture (CGC). This qualitative study employed a maximum entropy analysis. Results demonstrate critical issues with increasing educational attainment including complexity of the urban school system, limited traditional parental involvement, and self-acceptance among youth. This study emphasizes the importance of a CGC inclusive of the Community Cultural Wealth model, culturally sensitive teachers, and community-connected leaders. Research suggests that educational settings that value student's and families' Community Cultural Wealth can increase the number of students that matriculate through the educational pipeline.

引用

页码：355 / 369

页数：15

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