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Jeune, doué et noir : promouvoir le haut rendement parmi les stupides afro-américain
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Numéro de l'objet eBay :126053252457
Dernière mise à jour : juin 19, 2024 14:09:19 HAEAfficher toutes les modificationsAfficher toutes les modifications
Caractéristiques de l'objet
- État
- Book Title
- Young, Gifted and Black: Promoting High Achievement among African
- ISBN
- 807031054
- Subject Area
- Education, Social Science
- Publication Name
- Young, Gifted, and Black : Promoting High Achievement Among African-American Students
- Item Length
- 8.5 in
- Publisher
- Beacon Press
- Subject
- Educational Psychology, Multicultural Education, Essays, Ethnic Studies / African American Studies
- Publication Year
- 2004
- Type
- Textbook
- Format
- Trade Paperback
- Language
- English
- Item Height
- 0.5 in
- Item Width
- 5.5 in
- Item Weight
- 7.4 Oz
- Number of Pages
- 192 Pages
À propos de ce produit
Product Information
"An important and powerful book" that radically reframes the debates swirling around the academic achievement of African-American students ( Boston Review ) "The solutions offered by each essay are creative, inspirational, and good old common sense." -- Los Angeles Times In 3 separate but allied essays, African-American scholars Theresa Perry, Claude Steele, and Asa Hilliard examine the alleged 'achievement gap' between Black and white students. Each author addresses how the unique social and cultural position Black students occupy--in a society which often devalues and stereotypes African-American identity--fundamentally shapes students' experience of school and sets up unique obstacles. Young, Gifted and Black provides an understanding of how these forces work, opening the door to practical, powerful methods for promoting high achievement at all levels. In the first piece, Theresa Perry argues that the dilemmas African-American students face are rooted in the experience of race and ethnicity in America, making the task of achievement distinctive and difficult. Claude Steele follows up with stunningly clear empirical psychological evidence that when Black students believe they are being judged as members of a stereotyped group--rather than as individuals--they do worse on tests. Finally, Asa Hilliard argues against a variety of false theories and misguided views of African-American achievement, sharing examples of real schools, programs, and teachers around the country that allow African-American students to achieve at high levels. Now more than ever, Young, Gifted and Black is an eye-opening work that has the power to not only change how we talk and think about African-American student achievement but how we view the African-American experience as a whole.
Product Identifiers
Publisher
Beacon Press
ISBN-10
0807031054
ISBN-13
9780807031056
eBay Product ID (ePID)
2496918
Product Key Features
Publication Name
Young, Gifted, and Black : Promoting High Achievement Among African-American Students
Format
Trade Paperback
Language
English
Subject
Educational Psychology, Multicultural Education, Essays, Ethnic Studies / African American Studies
Publication Year
2004
Type
Textbook
Subject Area
Education, Social Science
Number of Pages
192 Pages
Dimensions
Item Length
8.5 in
Item Height
0.5 in
Item Width
5.5 in
Item Weight
7.4 Oz
Additional Product Features
Reviews
Perry, Steele, and Hilliard . . . challenge the terms of the current conversation that denies Black students' gifts and they offer models for achieving excellence despite the burdens of racist stigma and stereotype . . . [An] important and powerful book . . . Offers a forceful antidote to the victim-blaming that pervades most policy discussions on Black achievement. --Charles Lawrence, Boston Review "Forget what you think you know about the achievement gap between white and black students. In Young, Gifted and Black, three professors lay out the research that shows what you 'know' is probably wrong." --American School Board Journal "I am awed by the lucidity and careful crafting of these essays. The authors-all scholars of impeccable credentials in their respective fields-capture with unprecedented cogency the real issues surrounding the so-called 'achievement gap.' No one who reads this book can ever suggest that we don't know what to do to promote high achievement for African-American students. The question is, do we really want to do so." --Lisa Delpit, Florida International University, author of Other People's Children "While the authors of the three essays in this thought-provoking volume disagree on many things, all agree that we must have a 'better understanding of what it is we are asking African-American youth to do when we ask them to commit themselves, over time, to academic achievement . . .' The solutions offered by each essay are creative, inspirational, and good old common sense." -- Los Angeles Times "In a remarkable essay, . . . Steele takes [a] very common coming-of-age experience and turns it into a hopeful solution . . . In just 22 pages, [Steele] proposes several solutions, as do the other contributors." --Jay Matthews, Washington Post "These three very different essays go a long way toward raising the level of the national discussion about 'achievement gaps.'" --Charles Payne, Duke University, "Young, Gifted, and Black will change the public conversation about the achievement of African-American students. Three scholars, using their various disciplinary tools, show how race shapes the experiences of African American young people in schools. This book is a primer for the promotion of high achievement. All Americans need to listen." -Henry Louis Gates Jr., coeditor of Encarta Africana, "Perry, Steele, and Hilliard . . . challenge the terms of the current conversation that denies Black students' gifts and they offer models for achieving excellence despite the burdens of racist stigma and stereotype . . . [An] important and powerful book . . . Offers a forceful antidote to the victim-blaming that pervades most policy discussions on Black achievement." --Charles Lawrence, Boston Review "While the authors of the three essays in this thought-provoking volume disagree on many things, all agree that we must have a 'better understanding of what it is we are asking African-American youth to do when we ask them to commit themselves, over time, to academic achievement . . .' The solutions offered by each essay are creative, inspirational, and good old common sense." -- Los Angeles Times "In a remarkable essay, . . . Steele takes [a] very common coming-of-age experience and turns it into a hopeful solution . . . In just 22 pages, [Steele] proposes several solutions, as do the other contributors." --Jay Matthews, Washington Post "Forget what you think you know about the achievement gap between white and black students. In Young, Gifted and Black, three professors lay out the research that shows what you 'know' is probably wrong." -- American School Board Journal "I am awed by the lucidity and careful crafting of these essays. The authors-all scholars of impeccable credentials in their respective fields-capture with unprecedented cogency the real issues surrounding the so-called 'achievement gap.' No one who reads this book can ever suggest that we don't know what to do to promote high achievement for African-American students. The question is, do we really want to do so." --Lisa Delpit, Florida International University, author of Other People's Children "These three very different essays go a long way toward raising the level of the national discussion about 'achievement gaps.'" --Charles Payne, Duke University, "Three black educators join forces to focus on improving the educational experiences of African American children in schools. Perry argues that the historic African American philosophy of learning is based on the concept of "freedom for literacy and literacy for freedom" and supports that view with narratives drawn from the autobiographical writings of Frederick Douglass, Malcolm X, Jocelyn Elders, and others. She asserts that communities and educators must approach schooling for black children with strategies to counteract the widely held ideology that black children are not as intelligent as other children, which, she argues, has been "institutionalized in polices and practices" of our public school. Claude Steele presents an essay on his widely published research into the threat of stereotyping as a deterrent to learning, which supports Perry's case. Asa Hilliard offers examples of programs in which black students excel and identifies the characteristics of teachers that make them successful. The idea that black children should be offered an educational approach designed to counter a potentially limiting self-identity that was socially constructed is as controversial as the current opions about affirmative action. The perspectives of these authors are important additions to the ongoing discourse.", Perry, Steele, and Hilliard . . . challenge the terms of the current conversation that denies Black students' gifts and they offer models for achieving excellence despite the burdens of racist stigma and stereotype . . . [An] important and powerful book . . . Offers a forceful antidote to the victim-blaming that pervades most policy discussions on Black achievement. --Charles Lawrence,Boston Review "Forget what you think you know about the achievement gap between white and black students. InYoung, Gifted and Black,three professors lay out the research that shows what you 'know' is probably wrong."--American School Board Journal "I am awed by the lucidity and careful crafting of these essays. The authors-all scholars of impeccable credentials in their respective fields-capture with unprecedented cogency the real issues surrounding the so-called 'achievement gap.' No one who reads this book can ever suggest that we don't know what to do to promote high achievement for African-American students. The question is, do we really want to do so." --Lisa Delpit, Florida International University, author ofOther People's Children "While the authors of the three essays in this thought-provoking volume disagree on many things, all agree that we must have a 'better understanding of what it is we are asking African-American youth to do when we ask them to commit themselves, over time, to academic achievement . . .' The solutions offered by each essay are creative, inspirational, and good old common sense." --Los Angeles Times "In a remarkable essay, . . . Steele takes [a] very common coming-of-age experience and turns it into a hopeful solution . . . In just 22 pages, [Steele] proposes several solutions, as do the other contributors." --Jay Matthews,Washington Post "These three very different essays go a long way toward raising the level of the national discussion about 'achievement gaps.'" --Charles Payne, Duke University, "These three very different essays go a long way toward raising the level of the national discussion about 'achievement gaps.' They point us toward a gap in teacher quality, toward a gap in the social structures that support a positive achievement identity in youngsters, a gap in public knowledge of excellence, past and present, in African- American education, a gap in appropriate racial socialization. The authors insist on higher goals than just better test scores and they never lose sight of the rootedness of today's problems in historic and contemporary discourses about Black intellectual inferiority. These timely essays do more than restate the problem; they each offer concrete suggestions for resolving it. Collectively, they reform the discussion of 'reform.'" -Charles Payne, Duke University, author of I've Got the Light of Freedom: The Organizing Tradition and the Mississippi Freedom Movement, "I am awed by the lucidity and careful crafting of these essays. The authors-all scholars of impeccable credentials in their respective fields-capture with unprecedented cogency the real issues surrounding the so-called 'achievement gap.' No one who reads this book can ever suggest that we don't know what to do to promote high achievement for African American students. The question is, do we really want to do so." -Lisa Delpit, Florida International University, author of Other People's Children
Copyright Date
2004
Target Audience
Trade
Dewey Decimal
371.82996/073
Dewey Edition
21
Description de l'objet du vendeur
Le vendeur assume l'entière responsabilité de cette annonce.
Numéro de l'objet eBay :126053252457
Dernière mise à jour : juin 19, 2024 14:09:19 HAEAfficher toutes les modificationsAfficher toutes les modifications
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s***s (65)- Évaluation laissée par l'acheteur.
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The book arrived in mint condition and earlier than I had expected, coming , as it did, from England.
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Thank you for the great book and for your very fast delivery!
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The book is in a good condition, it was nicely packaged and was delivered to Germany without any problems -- Everything's perfect, thank you for this pleasant transaction!