TY - JOUR
T1 - “Don’t give up on me”
T2 - critical mentoring pedagogy for the classroom building students’ community cultural wealth
AU - Liou, Daniel
AU - Martinez, Antonio Nieves
AU - Rotheram-Fuller, Erin
N1 - Publisher Copyright:
© 2015 Taylor & Francis.
PY - 2016/1/2
Y1 - 2016/1/2
N2 - This one-year ethnographic case study focused on students of color from a West Coast High School who faced a variety of academic challenges. Collectively, they shared perspectives on school improvement, and among the recommendations was the importance of mentorship in the classroom to develop students’ aspirational, navigational, and informational capital for academic resiliency, high expectations, and success. This article highlights the perspectives of multiple stakeholders, such as students and teachers, on the qualities of mentorship practices. Using these data, a framework was developed to promote mentoring as an interrelated process in classroom instruction to ignite a new perspective on school reform. In this particular context, this study concludes that these students of color viewed mentorship as a critical component that was often missing in their high school careers. In an effort to improve students’ experiences in the classroom, this article argues that teachers must develop critical mentoring skills, beyond what is traditionally considered as mentoring services, as a pedagogical tool to assist students to overcome their academic challenges and achieve school success.
AB - This one-year ethnographic case study focused on students of color from a West Coast High School who faced a variety of academic challenges. Collectively, they shared perspectives on school improvement, and among the recommendations was the importance of mentorship in the classroom to develop students’ aspirational, navigational, and informational capital for academic resiliency, high expectations, and success. This article highlights the perspectives of multiple stakeholders, such as students and teachers, on the qualities of mentorship practices. Using these data, a framework was developed to promote mentoring as an interrelated process in classroom instruction to ignite a new perspective on school reform. In this particular context, this study concludes that these students of color viewed mentorship as a critical component that was often missing in their high school careers. In an effort to improve students’ experiences in the classroom, this article argues that teachers must develop critical mentoring skills, beyond what is traditionally considered as mentoring services, as a pedagogical tool to assist students to overcome their academic challenges and achieve school success.
KW - caring
KW - community cultural wealth
KW - critical pedagogy
KW - high stakes information network
KW - mentoring
KW - school reform
KW - students of color
KW - teacher education
KW - teacher expectations
KW - urban education
UR - http://www.scopus.com/inward/record.url?scp=84946487820&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84946487820&partnerID=8YFLogxK
U2 - 10.1080/09518398.2015.1017849
DO - 10.1080/09518398.2015.1017849
M3 - Article
AN - SCOPUS:84946487820
SN - 0951-8398
VL - 29
SP - 104
EP - 129
JO - International Journal of Qualitative Studies in Education
JF - International Journal of Qualitative Studies in Education
IS - 1
ER -