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Record Nr. |
UNINA9910954863003321 |
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Autore |
Gibson Camille <1971-> |
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Titolo |
Being real : the student-teacher relationship and African-American male delinquency / / Camille Gibson |
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Pubbl/distr/stampa |
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New York, : LFB Scholarly, 2002 |
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ISBN |
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1-280-36124-7 |
9786610361243 |
1-59332-032-9 |
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Descrizione fisica |
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1 online resource (341 p.) |
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Collana |
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Disciplina |
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Soggetti |
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African American teenage boys - Education (Secondary) - New York (State) - New York |
Teacher-student relationships - New York (State) - New York |
African American juvenile delinquents |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Bibliographic Level Mode of Issuance: Monograph |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Cause for concern -- What we know -- A researcher investigates -- The social, political, and economic contexts -- The school players -- Student-teacher interactions -- Student outcomes -- What's to be done. |
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Sommario/riassunto |
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Gibson examines the role of school teachers in helping African-American juveniles not only to learn but also to acquire the social and cultural skills to avoid delinquency and attain upward social mobility. Gibson looks at how student-teacher relationships affect African American males. She studied students in two Bronx, New York, schools. African-American males may start optimistic, but they often come to perceive school as a poor option for achieving the "American dream." Instead, they may turn to crime, most often drug dealing and violence. Gibson's work shows how teachers affect this process. Teachers are most effective when they are "real": caring and willing to share of themselves as they pass on not only the subject matter of the class but also the social and cultural capital necessary to maximize their students chances at upward social mobility. |
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