Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements

Preparing Adolescents Attending Progressive and No-Excuses Urban Charter Schools to Analyze, Navigate, and Challenge Race and Class Inequality


by Scott Seider, Daren Graves, Aaliyah El-Amin, Shelby Clark, Madora Soutter, Jalene Tamerat, Pauline Jennett, Kathryn Gramigna, Jennifer Yung, Megan Kenslea & Sherri Sklarwitz — 2016

Background/Context: Sociopolitical development (SPD) refers to the processes by which an individual acquires the knowledge, skills, emotional faculties, and commitment to recognize and resist oppressive social forces. A growing body of scholarship has found that such sociopolitical capabilities are predictive in marginalized adolescents of a number of key outcomes, including resilience, academic achievement, and civic engagement. Many scholars have long argued that schools and educators have a central role to play in fostering the sociopolitical development of marginalized adolescents around issues of race and class inequality. Other scholars have investigated school-based practices for highlighting race and class inequality that include youth participatory-action research, critical literacy, and critical service-learning.

Objective of Study: The present study sought to add to the existing scholarship on schools as opportunity structures for sociopolitical development. Specifically, this study considered the role of two different schooling models in fostering adolescents’ ability to analyze, navigate, and challenge the social forces and institutions contributing to race and class inequality.

Setting: The six high schools participating in the present study were all urban charter public high schools located in five northeastern cities. All six schools served primarily low-income youth of color and articulated explicit goals around fostering students’ sociopolitical development. Three of these high schools were guided by progressive pedagogy and principles, and three were guided by no-excuses pedagogy and principles.

Research Design: The present study compared the sociopolitical development of adolescents attending progressive and no-excuses charter high schools through a mixed methods research design involving pre-post surveys, qualitative interviews with participating adolescents and teachers, and ethnographic field notes collected during observations at participating schools.

Results: On average, adolescents attending progressive high schools demonstrated more significant shifts in their ability to analyze the causes of racial inequality, but adolescents attending no-excuses high schools demonstrated more significant shifts in their sense of efficacy around navigating settings in which race and class inequality are prominent. Neither set of adolescents demonstrated significant shifts in their commitment to challenging the social forces or institutions contributing to race and class inequality.

Conclusions: Both progressive and no-excuses schools sought to foster adolescents’ commitment to challenging race and class inequality, but focused on different building blocks to do so. Further research is necessary to understand the pedagogy and practices that show promise in catalyzing adolescents’ analytic and navigational abilities into a powerful commitment to collective social action—the ultimate goal of sociopolitical development.



To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase Preparing Adolescents Attending Progressive and No-Excuses Urban Charter Schools to Analyze, Navigate, and Challenge Race and Class Inequality
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record Volume 118 Number 12, 2016, p. 1-54
http://www.tcrecord.org ID Number: 21661, Date Accessed: 10/19/2017 9:16:18 PM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Scott Seider
    Boston University
    E-mail Author
    SCOTT SEIDER is an associate professor of education at Boston University, where his research focuses on the civic and character development of adolescents.
  • Daren Graves
    Simmons College
    E-mail Author
    DAREN GRAVES is an associate professor of education at Simmons College, where his research focuses on the interplay of school culture and racial identity among adolescents of color.
  • Aaliyah El-Amin
    Harvard University
    E-mail Author
    AALIYAH EL-AMIN is a postdoctoral fellow at the Harvard Graduate School of Education, where her research focuses on emancipatory schooling practices for African American youth.
  • Shelby Clark
    Boston University
    E-mail Author
    SHELBY CLARK is a doctoral student at Boston University, where her research focuses on the development of curiosity and other intellectual character strengths in adolescents.
  • Madora Soutter
    Boston University
    E-mail Author
    MADORA SOUTTER is a doctoral student at Boston University, where her research focuses on youth civic development.
  • Jalene Tamerat
    Boston University
    E-mail Author
    JALENE TAMERAT is a doctoral student at Boston University, where her research focuses on the development of global competence in urban adolescents.
  • Pauline Jennett
    Boston University
    E-mail Author
    PAULINE JENNETT is a doctoral student at Boston University, where her research focuses on college access and success for first-generation, low-income college students.
  • Kathryn Gramigna
    Boston University
    E-mail Author
    KATHRYN GRAMIGNA graduated from Boston University, where she participated in the Undergraduate Research Opportunities Program. She is now working as an elementary educator.
  • Jennifer Yung
    Boston University
    E-mail Author
    JENNIFER YUNG graduated from Boston University, where she participated in the Undergraduate Research Opportunities Program. She is now working as an elementary educator.
  • Megan Kenslea
    Boston University
    E-mail Author
    graduated from Boston University, where she MEGAN KENSLEA participated in the Undergraduate Research Opportunities Program. She is now working as an elementary educator.
  • Sherri Sklarwitz
    Tufts University
    E-mail Author
    SHERRI SKLARWITZ completed her doctorate at Boston University in 2015 and is now the associate director of programs for the Tisch College of Citizenship and Public Service at Tufts University.
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS