Cynthia Hudley is Professor Emerita in the Graduate School of Education at the University of California, Santa Barbara, USA.
Adolescent Identity and Schooling: Diverse Perspectives examines a range of issues related to student adjustment and achievement through research on student identity. Drawn from leading experts in psychology and sociology, it attends to important contemporary topics in educational and developmental psychology. With special attention to how students assess and relate to their own identities, this book features chapters on pertinent but under-represented identities such as parental identity, immigrant identity, and model minority identity. It blends these new topics with chapters containing the most current perspectives on traditionally covered topics, such as race and social class. In ten chapters, this book provides readers with a comprehensive set of perspectives on the relationship between student identity and success in school, making it ideal for education courses on identity in education, educational psychology, and human development.
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-Each author addresses how students perceive their own identity, bringing a fresh perspective to traditional approaches to identity
-Chapters on immigrant identity and poor white identity are topics not previously included in book-length treatments of this topic, and give students the most up-to-date definitions and research on identity
-Original work from top experts, makes this a perfect book for graduate students and academics looking for the latest work on identity in school.
1. Introduction. Cynthia Hudley, University of California, Santa Barbara. 2. An Examination of Scholar Identity and Achievement in African American Adolescents: Is there a Connection? Olga M. Welch and Lisa M. Nesson, Duquesne University. 3. Colorblind Ideology, Multiculturalism, and Collective Identity Formation Among Mixed Race Adolescents in Northern California. Alyssa M. Newman and G. Reginald Daniel, University of California, Santa Barbara. 4. Student Identity in Impoverished Communities. Elaine Bell Kaplan, University of Southern California. 5. Latino Students´ Transition to College and Perceptions of Future Self. Richard P. Durán and Sugely Chaidez Ubaldo, University of California, Santa Barbara. 6. The Model Minority and Creating System-wide Supports for Underserved Asian-American Students. Su-Je Cho, Fordham University & Kwang-Sun Cho Blair, University of South Florida. 7. Social Capital among Understudied College Students: The Case of Low-income White Males. Roxanne Moschetti, California State University, Northridge & Cynthia Hudley, University of California, Santa Barbara. 8. Racial/Ethnic and Gender Identity in Gifted Classrooms. Frank C. Worrell and Dante D. Dixson, University of California, Berkeley. 9. African-American Women in STEM fields. Rashunda Stitt, University of Memphis. 10. Achievement and Expectations of Immigrant, Second Generation, and Non-immigrant Black Students in U.S. Higher Education. Cynthia Hudley, University of California, Santa Barbara.
1. Introduction. Cynthia Hudley, University of California, Santa Barbara. 2. An Examination of Scholar Identity and Achievement in African American Adolescents: Is there a Connection? Olga M. Welch and Lisa M. Nesson, Duquesne University. 3. Colorblind Ideology, Multiculturalism, and Collective Identity Formation Among Mixed Race Adolescents in Northern California. Alyssa M. Newman and G. Reginald Daniel, University of California, Santa Barbara. 4. Student Identity in Impoverished Communities. Elaine Bell Kaplan, University of Southern California. 5. Latino Students´ Transition to College and Perceptions of Future Self. Richard P. Durán and Sugely Chaidez Ubaldo, University of California, Santa Barbara. 6. The Model Minority and Creating System-wide Supports for Underserved Asian-American Students. Su-Je Cho, Fordham University & Kwang-Sun Cho Blair, University of South Florida. 7. Social Capital among Understudied College Students: The Case of Low-income White Males. Roxanne Moschetti, California State University, Northridge & Cynthia Hudley, University of California, Santa Barbara. 8. Racial/Ethnic and Gender Identity in Gifted Classrooms. Frank C. Worrell and Dante D. Dixson, University of California, Berkeley. 9. African-American Women in STEM fields. Rashunda Stitt, University of Memphis. 10. Achievement and Expectations of Immigrant, Second Generation, and Non-immigrant Black Students in U.S. Higher Education. Cynthia Hudley, University of California, Santa Barbara.
Über den Autor
Cynthia Hudley is Professor Emerita in the Graduate School of Education at the University of California, Santa Barbara, USA.
Inhaltsverzeichnis
1. Introduction. Cynthia Hudley, University of California, Santa Barbara. 2. An Examination of Scholar Identity and Achievement in African American Adolescents: Is there a Connection? Olga M. Welch and Lisa M. Nesson, Duquesne University. 3. Colorblind Ideology, Multiculturalism, and Collective Identity Formation Among Mixed Race Adolescents in Northern California. Alyssa M. Newman and G. Reginald Daniel, University of California, Santa Barbara. 4. Student Identity in Impoverished Communities. Elaine Bell Kaplan, University of Southern California. 5. Latino Students¿ Transition to College and Perceptions of Future Self. Richard P. Durán and Sugely Chaidez Ubaldo, University of California, Santa Barbara. 6. The Model Minority and Creating System-wide Supports for Underserved Asian-American Students. Su-Je Cho, Fordham University & Kwang-Sun Cho Blair, University of South Florida. 7. Social Capital among Understudied College Students: The Case of Low-income White Males. Roxanne Moschetti, California State University, Northridge & Cynthia Hudley, University of California, Santa Barbara. 8. Racial/Ethnic and Gender Identity in Gifted Classrooms. Frank C. Worrell and Dante D. Dixson, University of California, Berkeley. 9. African-American Women in STEM fields. Rashunda Stitt, University of Memphis. 10. Achievement and Expectations of Immigrant, Second Generation, and Non-immigrant Black Students in U.S. Higher Education. Cynthia Hudley, University of California, Santa Barbara.
