Self and school sucess [sic] : voices and lore of inner-city students / Edwin Farrell.

Format:

Book

Author/Creator:

Farrell, Edwin William.

Series:

SUNY series, studying the self.

SUNY series, student lore.

SUNY series, studying the self

SUNY series, student lore

Language:

English

Subjects (All):

Children with social disabilities--New York (State)--New York--Attitudes.

Children with social disabilities.

Children with social disabilities--Education--New York (State)--New York.

Children with social disabilities--New York (State)--New York--Interviews.

Identity (Psychology).

Ego (Psychology).

Educational surveys--New York (State)--New York.

Educational surveys.

Physical Description:

1 online resource (xii, 173 pages)

Edition:

1st ed.

Other Title:

Self and school success

Place of Publication:

Albany, NY. : State University of New York Press, c1994.

Language Note:

English

Summary:

With the problems of the inner-cities reaching catastrophic proportions, Americans must ask themselves whether any young people in these environments can succeed at all. In our high schools, the good news is that some do; the bad news is that most do not. Here the author offers a provocative and probing picture of the lives of the young people who learn and who graduate from comprehensive high schools in an environment that includes drugs, violence, and declining economic conditions. Data for the book were collected by young people in neighborhood schools who taped unstructured dialogue with successful students. Vignettes, told in the words of the young people themselves, address issues of schools and their relation to students' careers, the roles of teachers and parents, the support of community and religious agencies, as well as the influence of peers regarding drugs, violence, and sexuality. Farrell offers a theory of adolescence based on young people who are in the process of finding out who they are and where they fit in. In the final chapter, the author describes existing schools which create environments that make this possible. Edwin Farrell is Associate Professor, School of Education, The City College of The City University of New York.

Contents:

Intro

Contents

Foreword

Acknowledgments

Introduction

Identity Formation And Adolescent Selves

Listening To Student Voices

Plan Of The Book

1. The Career Self

An Age Of Desperation?

Racism, Education, And The Job Ceiling

School And Careers

The Good-, The Bad-, And The Not-Me

2. The Sexual Self

The Onset Of Sexual Activity

Sex Education, Contraception, And AIDS

Sexual Orientation

The Sexual Self And School

3. The Peer Self

There Are Friends And There Are Friends

Peers And Moral Development

Peer Subculture

School Success And The Peer Self

4. The Family Self

Families And Children

Family Problems

Single-Parent Families

Mothers And Daughters

Families As Transmitters Of Culture

Family, Peer, Sexual, And Career Selves

5. Interlude-The Voices of Parents

Fearful And Harried Voices

Critical Voices

Hopeful Voices

The Parent Self

6. The Student Self

Between Success And Failure

Education And The Future

Perceptions Of School

School And The Student Self

7. Interlude-The Voices Of Teachers

Power And Powerlessness

Parents

Colleagues

Students

Conclusion: The Teacher Self

8. The Affiliating Self

Affiliations

The Spiritual Self

Communities Within Communities

9. Will-A Student Theory of Success

Constellations Of Success

Will

Breaking The Will

Strengthening The Will

Will And Boredom

Conclusion

10. Voices, Selves, and Symbolic Universes

An Etic View Of Success

The Different Voice

The Cultural Psychology Of Voice, Self, And Symbolic Universes

11. Small Is Better

Needs Of Students And Teachers

River East Elementary School

Central Park East Secondary School

Restructuring For Success

Appendix: Ethnographic Inquiry and Education

The Method

The Text.

References

Index

A

B

C

D

E

F

G

H

I

J

K

L

M

N

O

P

R

S

T

U

V

W

Y.

Notes:

Bibliographic Level Mode of Issuance: Monograph

Includes bibliographical references (p. 163-168) and index.

ISBN:

1-4384-0233-3

0-585-04453-8

OCLC:

42854855