Although criticized by many, the Boston Public (BP) television show raises
important issues about the realities of high school life. At a time when
educational policy makers see a need to improve student test scores, this
show suggests that other issues are more important in the lives of modern
high school students, teachers, and administrators. BP does a service to
all who care about the education of our youth by exposing this reality gap
- the gap between focusing on accountability for student test scores when
those who inhabit today's high schools are increasingly embroiled in youth
issues that have been ignored by families and communities. The authors
discuss how three of the show's themes coincide with the realities of
modern high school life: (1) a power shift has occurred in high schools,
(2) today's youth share different sexual norms from those of a generation
ago, and (3) modern youth alienation is intensified by modern society. The
significance of these realities are contrasted with the current emphasis
on improving student test scores.
African American teenage boys -- Education (Secondary)
Educational equalization -- United States.
United States. No Child Left Behind Act of 2001.
To improve achievement among African American students, education
professions must pay special attention to African American male
achievement and reframe the academic achievement gap as a treatment
gap. Engagement studies suggest that African American students,
and African American boys in particular, are susceptible to academic
disengagement. Specifically, research (Steele and Aronson 1995; Osborne
1995) suggests that education professionals' "stereotypes about ability"
are partly responsible for the disengagement and lagging achievement of
African American male students. This author recommends that education
professionals use 'wise schooling' to minimize the effects of these
stereotypes on achievement.
In this paper, the author argues that current notions of citizenship
do not fully reflect the reality of increasing transnational migration
and diversity within the United States. Under the rhetoric of national
unity and security, transnational migrants are often treated as
foreigners, outsiders, or even in some cases positioned on the opposite
side of "good" and "desirable" citizens of the U.S. society. Due to
governmental and civic attempts to build a unified national identity,
transnational migrant students' issues of belonging have become ever
more problematic. The author suggests the necessity of reexamining
current notions of citizenship to reflect the diversity of transnational
migrants in the United States and their social, economical, and cultural
contexts of identity formation. The importance of discussing the notions
of citizenship in relation to identity politics and its implications
for and applications to education of transnational adolescent immigrants
Williams, Richard G.
Boegli, D. Robert.
William T. McFatter Technical High School (Broward County, Fla.)
Education, Secondary -- Florida.
Educational change -- Florida.
The search for high school reform leads to William T. McFatter Technical
High School in Broward County Public Schools, Florida. The purpose of
this article is to highlight key information about the school and to
demonstrate the success of its rigorous academic and technical instruction
with state-of-the-art technology. By sharing this information, districts
across the nation can replicate a program that ensures high school
completion while readying students for college education, postsecondary
technical study and mid- and high-level employment.
Civics -- Study and teaching (Secondary) -- South Carolina.
The racially tinged Confederate flag debate in South Carolina is viewed
as a signifier of more popular struggles over the representation of
"southern heritage" and under girds the social studies unit described
in this paper. The unit was designed to teach the curriculum from a
popular cultural, issues-oriented perspective using critical pedagogical
techniques. Using the Confederate battle flag as an organizing theme,
the unit's substantive components include critical and reflective
exercises such as journaling, debating, writing essays, researching,
and role-playing. Both traditional assessment strategies as well
as alternative assessment strategies (e.g., portfolio development,
free-writes, and performances) were used to determine students'
learning and interests. The unit was taught in a conservative, rural,
working-class, majority White, upstate South Carolina school setting. This
approach enabled the students within the blue-collar population to
think critically and reflectively about their own positions, privileges,
attitudes, beliefs, and "heritages," as well as see that democracy in
action is painful at times, messy, and even embarrassing, but necessary
if society is to reach inclusive compromises.