This special issue presents theoretical and empirical studies that provide an understanding of the dynamic, complex, and often conflicting school, family, and community context in which African-American and Latino adolescents are formally and informally educated. Focusing on the examination of identity development, family/community background and resources, and academic performance, this issue is concerned with the development and implementation of culturally relevant policies and programs for these adolescents that effectively support their academic success. Each paper addresses a set of challenging questions and, in the process, raises new questions. As a result, the papers challenge researchers, policymakers, and educators to engage in thoughtful examination of the sociocultural context in which African American and Latino youth live as they address their developmental and academic needs.
Table of Contents
Volume 6, Number 2, 2002. Contents: L.R. Jackson, J.L. Rodríguez, Editors' Introduction: School Matters: Pathways to Academic Success Among African American and Latino Adolescents. C. Yowell, Dreams of the Future: The Pursuit of Education and Career Possible Selves Among Ninth Grade Latino Youth. C.R. Cooper, R.G. Cooper, Jr., M. Azmitia, G. Chavira, Y. Gullatt, Bridging Multiple Worlds: How African American and Latino Youth in Academic Outreach Programs Navigate Math Pathways to College. J.L. Rodríguez, Family Environment and Achievement Among Three Generations of Mexican American High School Students. J. Youngblood, II, M.B. Spencer, Integrating Normative Identity Processes and Academic Support Requirements for Special Needs Adolescents: The Application of an Identity-Focused Cultural Ecological (ICE) Perspective.