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Educating Latino Boys

Educating Latino Boys
An Asset-Based Approach

First Edition
  • David Campos - University of the Incarnate Word, San Antonio, Texas

January 2013 | 272 pages | Corwin
Promote achievement for Latino boys!

Largely misunderstood and often underserved, Latino boys miss key academic opportunities that prevent them from high achievement and success in school and beyond. Educator David Campos, a champion of higher education for Latino boys, provides proven strategies to promote success for Latino boys. Educating Latino Boys demonstrates how to:

Enhance engagement and achievement by addressing Latino boys' needs

Explore personal and school-wide beliefs to better understand how to serve this population

Develop effective strategies for motivating Latino boys to pursue higher education

Address challenges that Latino boys face in the home and at school

A Few Words Before Starting
Part I. Framing the Scope and Purpose of the Book
1. Introduction
Examining the Education of Latino Boys Is Important

Latino Boys Have Assets

Why Latino Is Used Rather Than Hispanic


2. Cultural Conflict Between Latino Boys and School
Unfavorable Perceptions of Latino Boys

How Schools Fail to Meet Latino Boys' Needs

Boy Behaviors That Do Not Fit With Schools' Expectations


"What Can I Do Next?" Implications for the Classroom
Part II. Circumstances of Contemporary Latino Boys
3. Data Trends Associated With Latino Boys
Demographic Trends Among Latinos in the United States

The Academic Achievement of Latino Students

The Significance of Teacher Quality


4. The Cultural Background of Latino Boys
The Heterogeneity of the Latino Culture

Common Latino Cultural Values


"What Can I Do Next?" Implications for the Classroom
Part III. Social Forces That Affect Latino Boys' School Performance
5. The Differing Kinds of Capital in the Lives of Latino Boys
The Challenges of Poverty

Physical Capital

Human Capital

Cultural Capital

Social Capital


6. The Balancing Act That Latino Boys Perform
The Challenge of Acculturating

The Worry Over Immigration

The Stress of Learning English


"What Can I Do Next?" Implications for the Classroom
Part IV. Teachers and Schools Can Enhance Latino Boys' Success
7. Enhancing Latino Boys' Success at School
Instructional Practices in the Classroom

Fostering a Positive Sense of School Attachment


8. Programs for Latino Boys
A Few Words About Program Effectiveness

Programs Designed to Help Latino Youth

Advocacy Organizations That Work to Empower Latinos


"What Can I Do Next?" Implications for the Classroom
Final Thoughts
About the Author

" David Campos has written a book that will be extremely useful for teachers, educational leaders in general, and school administrators in particular. His careful description of the cultural context of Latino boys is groundbreaking and should awaken all of us. He makes a persuasive case for the need to examine the lived experience of Latino boys and the implications for policy and practice. His many examples are powerful, imaginative, and supported by data. The book is engaging, fascinating, and a solid addition to the literature on the culturally relevant curriculum. I will definitely use this book in my classes to illustrate this topic."

Valerie J. Janesick, Professor
University of South Florida, Tampa, FL

"With passionate concern and a probing insight drawn from experiences as both learner and educator, David Campos deconstructs the complex factors affecting the academic success of Latino boys in our schools today and compels us to embrace the need for change. This book is a must-read for all classroom educators who genuinely want to find solutions to the crippling effects of the achievement gap on the fastest growing subpopulation in our country."

Kathleen Palmer Cleveland, Author of Teaching Boys Who Struggle in School

"Campos (Univ. of the Incarnate Word) begins his book with the statement that 'Latino boys are often appraised from a deficit perspective because school leaders and teachers appraise students of color using the middle-class, dominant-culture frame of reference.' That is, Latino boys fall short because that standards to which they are held are inappropriate to them. To assauge educators, Campos notes, 'I don't think that school professionals are aware that they are appraising Latino boys in such a fashion.' The irony is that in the pronouncement of an educatior bias, the author does not recognize his own. His evidence is largely anecdotal, and when hard data are introduced (chapter 3, for example), the explanations are made to fit the thesis. The book's importance turns on the degree to which education should be adjusted for ethnic group difference. For those believing that education 'wrong-foots' Latino males by failing to recognize their strengths, the author  provides confirmation. To those less sure that achievement differences refelct the vagaries of educator appraisal, the book will be less important."


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ISBN: 9781452235028

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