By Gary Creasey, Patricia A Jarvis
This well timed volume explores crucial issues, concerns, and demanding situations on the topic of youth’ lives and studying in underserviced city parts. amazing students offer theoretically grounded, multidisciplinary views on contexts and forces that impact adolescent improvement and success. The emphasis is on what's optimistic and powerful, what could make a true distinction within the lives and existence possibilities for city youths, instead of deficits and unfavorable disorder. Going past exclusively conventional mental theories, a powerful conceptual framework addressing 4 domain names for figuring out adolescent improvement undergirds the volume:
- developmental continuities from childhood
- primary alterations (biological, cognitive, social)
- contexts of improvement
- adolescent results.
A significant federal executive initiative is the improvement of courses to help underserviced city parts. without delay suitable to this initiative, this volume contributes considerably to gaining a pragmatic figuring out of the contexts and associations in which city youths dwell and learn.
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Extra resources for Adolescent Development and School Achievement in Urban Communities: Resilience in the Neighborhood
For youth, community organizing promotes psychological empowerment and leadership development through engaging with peers around common issues (Christens & Dolan, 2011). Youth development interventions often incorporate expectations of contribution and social change as a mechanism to develop personal competence in youth. , 2007). A social justice approach is unique within youth development programs, as it specifically addresses engaging low-income minority youth in political action by examining the institutional, historical, and systemic forces that limit or promote their future opportunities.
These experiences are carried with the young person into the next phase of development and shape their future possibilities. 18 JulieAnn Stawicki and Barton J. Hirsch Primary Changes Adolescence is a cultural concept, yet the years around physical maturity are universally recognized as a distinct time period (Rogoff, 2003). Grotevant defines adolescence as characterized by three primary changes in the individual: the biological changes associated with puberty, the potential for cognitive change, and a redefinition of social roles.
However, Buckner, Bassuk, and Weinreb (2001) indicate that although homeless children experience more residential moves than housed poor children, both groups had comparable rates of missed school days and similar levels of academic achievement. After controlling for child (age, gender and race/ethnicity) and parental factors (income, education and mental health), school mobility was a significant predictor of academic achievement. Rafferty, Shinn, and Weitzman (2004) compared adolescents who had experienced homelessness with a comparison group residing in public housing.