In every cultural group and in regions worldwide, education is
strongly linked to children and adolescents' life opportunities and
choices. Many societies embrace the ideals that their children will
have equal access to education, and can advance through their
merit. However, in many nations, as children move through primary
and secondary school towards higher education, the number of
immigrant, minority, and low-income youth who finish secondary
school and attend college shrinks, signifying a global dilemma.
Drawing on theories and research from across the social sciences,
Bridging Multiple Worlds invites readers to compare core viewpoints
and ask their own questions about the roots of and remedies for
this academic pipeline problem. Considering research, practice, and
policies on opening pathways and pipelines, this book provides new
quantitative and qualitative evidence to introduce a theory on how
youth draw on their cultural worlds to navigate their pathways to
college. Chapters address cultural and developmental issues
involving academic and cultural identities, and how communities
define success for youth. Tools for advancing research with
culturally diverse students are also provided. The result is a
must-have volume for researchers, educators, policymakers, and
students, brimming with fresh and creative syntheses of theory,
research, and policy.
"A theoretically rich examination of the development of identity
and educational pathways for ethnically diverse youth in American
society. This is a book to be savored for its unique perspective on
one of the great challenges of our times-finding ways to
successfully integrate diverse youth into an increasingly
unforgiving educational and social structure."--Patricia Gandara,
Ph.D., Professor of Education, UCLA
"Bridging Multiple Worlds is a magnificent book Its conceptual
location on the nexus of research, practice, and policy makes the
volume extremely important. Cooper deftly embraces all
perspectives, speaks effectively to all, and uses the synergies to
great effect. She demonstrates that approaching the work with an
expectation for success is both highly engaging for all involved,
and increases the likelihood that solutions will be found for
inevitable challenges - through effective design and
implementation. Cooper has much to teach us, and has provided a
clear and comprehensive guide for pursuing effective work to help
all students obtain high achievement and college degrees."--Anne C.
Petersen, Ph.D., Research Professor, University of Michigan, CHGD
Founder and President, Global Philanthropy Alliance
"This volume represents a significant advance to our understanding
of the deep socialization and cross-institutional processes that
underlie higher education access among members of communities
underserved by formal education systems. Its most important
contribution is its theory-based overview of concrete collaborative
programs and strategies attuned to the unique cultural, linguistic,
and social values of participants from diverse backgrounds and life
circumstances."--Richard Duran, Ph.D., Gevirtz Graduate School of
Education, University of California, Santa Barbara
"As the world becomes global and borders easier to cross, issues of
migration, minorities and cultural diversity become more relevant.
Catherine Cooper and her colleagues developed a dialogue across
theory, research, and community action and constructed tools for
helping minority adolescents take their place on the academic
Of value to psychologists, educationalists, community workers,
policy makers, or anyone concerned with the future of education,
this book offers strategies for building bridges of understanding
across cultures to provide equal educational opportunities for
all."--Rachel Seginer, Ph.D., Emeritus Professor of Human
Development and Education, University of Haifa, Israel
"This is a superb book. Cooper deconstructs the concept of
'disadvantage' - the emphasis falls on culture and identities
instead of deficits and poor academic skills alone. Yielded is a
rich review of studies - and refreshing alternatives to many
standard assumptions. These approaches and concepts are relevant to
other social groups and other 'pipeline' progressions, making the
book a richly rewarding source for several audiences."--Professor
Jacqueline Goodnow, Ph.D., Emeritus Professor, Macquarie
|Country of origin:
||Child Development in Cultural Context
Catherine R. Cooper
(Professor of Psychology and Founding Director, Doctoral Program in Developmental Psychology)
||236 x 163 x 17mm (L x W x T)
Social sciences >
Social, group or collective psychology
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