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Against the Odds: How At-Risk Students Exceed Expectations


reviewed by Nettie E. Legters ó 2001

coverTitle: Against the Odds: How At-Risk Students Exceed Expectations
Author(s): Janine Bempechat
Publisher: Jossey-Bass Publishers, San Francisco
ISBN: , Pages: 224, Year: 1998
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Minority achievement is one area of education in the U.S. where the bad news continues to outweigh the good. In a recent report, the National Task Force on Minority High Achievement cites gains for minority students in high school graduation rates, but on nearly every other achievement and attainment indicator, African American, Latino, and Native American students continue to lag behind their Caucasian and Asian peers (The College Board, 1999). The most obvious explanations for these gaps are found in persistent inequalities in income and school resources. Variations in material circumstances are only part of a complex story, however, as Janine Bempechat demonstrates in her courageous book, Against the Odds: How "At-Risk" Students Exceed Expectations. Bempechat explores cultural practices and psychological attributes that contribute to educational success among children of all ethnic groups and income levels. This is tricky terrain for any researcher, since the patronizing tones and veiled racism of cultural deficit theories can still haunt studies of such factors. Like others who have asserted a constructivist... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 103 Number 1, 2001, p. 121-123
http://www.tcrecord.org ID Number: 10497, Date Accessed: 10/22/2017 6:59:13 PM

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About the Author
  • Nettie Legters
    Johns Hopkins University
    E-mail Author
    Nettie E. Legters is an associate research scientist at the Center for Social Organization of Schools at Johns Hopkins University. Her primary research areas include school restructuring, teachersí work, and equity in urban education. At Johns Hopkins, Dr. Legters works with the Talent Development High School program of the Center for Research on the Education of Students Placed At Risk (CRESPAR). She is committed to translating research into policy and practice and has worked actively in urban high schools to support major restructuring efforts. A recipient of the American Educational Research Association Dissertation Grant, Dr. Legters has published articles and reports aimed at improving urban schools for teachers and students.
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