As more students of color continue to make up our nation’s schools, finding ways to address their academic and cultural ways knowing become important issues. This book explores these intersections, by covering a variety of topics related to race, social class, and gender, all within a multiyear study of a mentoring program that is situated within U.S. K-12 schools. Furthermore, the role of power is central to the analyses as the contributors examine questions, tensions, and posit overall critical takes on mentoring. Finally, suggestions for designing critical and holistic programming are provided.
Contributors are: Shanyce L. Campbell, Juan F. Carrillo, Tim Conder, Dana Griffin, Alison LaGarry, George Noblit, Danielle Parker Moore, Esmeralda Rodriguez, and Amy Senta.
Juan F. Carrillo, PhD (2010), Arizona State University, is an Associate Professor at the Mary Lou Fulton Teachers College. His work looks at the role of agency in historically marginalized communities, with a particular focus on Latinx students. He is the author of
Barrio Nerds: Latino Males, Schooling, and the Beautiful Struggle (Sense Publishers, 2016).
Danielle Parker Moore, PhD (2015), Wake Forest University, is an Assistant Professor in the Department of Education at WFU. Her work is focused on black mothers experiences in out of school programs and CDF Freedom Schools.
Tim Condor, PhD (2018), University of North Carolina at Chapel Hill, is an Adjunct Assistant Professor at UNC–Chapel Hill. His work is focused on Identity Formation of Christian Social Justice Activists in North Carolina’s Moral Movement.
Notes on Contributors
Introduction Juan F. Carrillo and Tim Conder
Capitalizing on Achievement: A Critical Examination of School-Based Mentoring Programs and Student Achievement Shanyce L. Campbell
Someone Fabulous Like Me: White Mentors’ Representations of Moralities and Possibilities for a White Complicity Pedagogy for Mentoring Amy Senta and Danielle Parker Moore
Class Crossings: Mentoring, Stratification and Mobility George Noblit, Danielle Parker Moore and Amy Senta
“I Don’t Think It’s Changed Me, It’s Helped Mold Me”: The Agency of Students of Color in a Whitestream Mentoring Organization Tim Conder and Alison LaGarry
Inculcando Confianza: Towards Exploring the Possibilities in the Mentoring of Latina Youth Esmeralda Rodriguez
Examining the Mentoring Discourse Regarding the Parenting Practices of Black, Female-Led Families Dana Griffin
Final Thoughts Juan F. Carrillo
Readership consists of mentoring practitioners, mentoring organizations/institutions, academic libraries, public libraries, graduate students, undergraduate students.