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School Connectedness for Students in Low-Income Urban High Schools

by Na’ilah Suad Nasir, Amina Jones & Milbrey Wallin McLaughlin - 2011

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Cite This Article as: Teachers College Record Volume 113 Number 8, 2011, p. 1755-1793
https://www.tcrecord.org ID Number: 16173, Date Accessed: 9/22/2021 9:53:51 PM
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About the Author
  • Na’ilah Suad Nasir
    University of California, Berkeley
    E-mail Author
    NA’ILAH SUAD NASIR is an associate professor in the School of Education and the African American Studies Department at the University of California, Berkeley. Her areas of specialization include race, culture, and out-of-school learning, identity processes and educational trajectories, and redressing inequities in educational access and outcomes. Recent publications include (with J. Cooks) “Becoming a Hurdler: How Learning Settings Afford Identities,” published in Anthropology & Education Quarterly.
  • Amina Jones
    Stanford University
    AMINA JONES is a doctoral student in the School of Education at Stanford University. She is interested in disenfranchised and disconnected youth, the social construction of educational pathways, and emerging adulthood. Recent publications include (with N. Nasir & M. McLaughlin) “What Does It Mean to Be African American? Constructions of Racial/Ethnic Identity and School Performance in an Urban Public High School,” published in the American Educational Research Journal.
  • Milbrey McLaughlin
    Stanford University
    MILBREY MCLAUGHLIN is the David Jacks Professor of Education and Public Policy at Stanford University. Professor McLaughlin is codirector of the Center for Research on the Context of Teaching, an interdisciplinary research center engaged in analyses of how teaching and learning are shaped by teachers’ organizational, institutional, and social cultural contexts. McLaughlin also is founding director of the John W. Gardner Center for Youth and Their Communities, a partnership between Stanford University and Bay Area communities to build new practices, knowledge, and capacity for youth development and learning both in communities and at Stanford. She is the author or coauthor of books, articles, and chapters on education policy issues, contexts for teaching and learning, productive environments for youth, and community based organizations. Her books include Building School-Based Teacher Learning Communities (with Joan Talbert, Teachers College Press, 2006), and School Districts and Instructional Renewal (with Amy Hightower, Michael Knapp, and Julie Marsh, Teachers College Press, 2002).
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