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Against the Odds: How At-Risk Students Exceed Expectationsreviewed by Nettie E. Legters - 2001 Title: Against the Odds: How At-Risk Students Exceed Expectations Author(s): Janine Bempechat Publisher: Jossey-Bass Publishers, San Francisco ISBN: , Pages: 224, Year: 1998 Search for book at Amazon.com 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.)To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- 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, teachers’ 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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