This book explores the "resilient" or "invulnerable" child in various at-risk situations. These children are at risk of developing later psychological dysfunctions, but do not. Topics include: divorce, black children from single-parent families, stepchildren, loss of a sibling, teen pregnancy, and attention deficits.

Why do some children succeed while others fail? The story we usually tell about childhood and success is the one about intelligence: success comes to those who score highest on tests, from preschool admissions to SATs. But in How Children Succeed, Paul Tough argues that the qualities that matter most have more to do with character: skills like perseverance, curiosity, conscientiousness, optimism, and self-control. How Children Succeed introduces us to a new generation of researchers and educators who, for the first time, are using the tools of science to peel back the mysteries of character. Through their stories—and the stories of the children they are trying to help—Tough traces the links between childhood stress and life success. He uncovers the surprising ways in which parents do—and do not—prepare their children for adulthood. And he provides us with new insights into how to improve the lives of children growing up in poverty. Early adversity, scientists have come to understand, not only affects the conditions of children’s lives, it can also alter the physical development of their brains. But innovative thinkers around the country are now using this knowledge to help children overcome the constraints of poverty. With the right support, as Tough’s extraordinary reporting makes clear, children who grow up in the most painful circumstances can go on to achieve amazing things. This provocative and profoundly hopeful book has the potential to change how we raise our children, how we run our schools, and how we construct our social safety net. It will not only inspire and engage readers, it will also change our understanding of childhood itself.

Adolescent researchers are increasingly aware that they must examine development both across time and across context. To do so, however, requires new conceptualizations and methodological approaches to the study of development, including attention to the pathways young people choose in adolescence and follow into adulthood. This volume assembles work by key researchers in the field who are struggling to understand how developmental trajectories are constructed and maintained throughout the adolescent period. A complete understanding of developmental pathways requires the recognition that adolescents' social contexts--family, school, neighborhood, and/or peer group--are important influences on the choices they make at this developmental period. Researchers have traditionally studied contexts in isolation rather than examining the interrelationships among contexts and their implications for adolescent development. The present volume seeks to address this gap in the literature, with attention given not only to the interrelationships among contexts for white, middle-class youth, but also to these issues for minority adolescents in neighborhoods that vary in terms of access to resources. It concludes with an examination of researcher-community collaboration as a strategy to move communities toward a greater awareness of adolescent development and the problems facing youth in their community, and as a means to promote potential avenues for policy change and intervention.

In Australia, a ‘tribe’ of white, middle-class, progressive professionals is actively working to improve the lives of Indigenous people. This book explores what happens when well-meaning people, supported by the state, attempt to help without harming. ‘White anti-racists’ find themselves trapped by endless ambiguities, contradictions, and double binds — a microcosm of the broader dilemmas of postcolonial societies. These dilemmas are fueled by tension between the twin desires of equality and difference: to make Indigenous people statistically the same as non-Indigenous people (to 'close the gap') while simultaneously maintaining their ‘cultural’ distinctiveness. This tension lies at the heart of failed development efforts in Indigenous communities, ethnic minority populations and the global South. This book explains why doing good is so hard, and how it could be done differently.

This book examines the impact that parents and schools have on disadvantaged children who perform against the odds.

What is your perception of at-risk students? A rural African-American man? A legally blind Georgia girl? A poor Pakistani immigrant? Rosa Aronson tells the stories of these and four other students, uncovering how very different at-risk achievers have overcome the odds stacked against them. Through seven narratives, Aronson analyzes their collective experiences. She offers recommendations for change in today's educational system based upon their journeys and the research of other overcomers such as Richard Rodriguez and Victor Frankl. A powerful book, At-Risk Students Defy the Odds brings to light the issues of poverty and race that affect education today and provides hope for change.

This book is a powerful portrayal of class inequalities in the United States. It contains insightful analysis of the processes through which inequality is reproduced, and it frankly engages with methodological and analytic dilemmas usually glossed over in academic texts.

This book elucidates the amazing life journeys of academically successful migrant students. Offering vivid case studies of successful students, this book helps teachers, education students, and researchers understand the factors that lead to success by minority language children. The authors develop the lessons of student success stories into recommendations for schools and for educational policy. Readers gain from this book the stories of real students, the challenges they faced, and the means by which students and schools may overcome language and cultural barriers to educational success.

Designing Families is a thought-provoking examination of the challenges facing the nuclear family as it enters the new millenium. John Scanzoni sets the issue of change in families in aN historical and cross-cultural perspective tracing the development of the family from the Agricultural Age to the Information Age.

These hearing transcripts present testimony concerning the reauthorization of the Elementary and Secondary Education Act. Much of the testimony was from members of congress, educators, and representatives of education organizations concerning the efficacy of specific programs and activities funded by the Act, particularly those items that they would like to see expanded or improved. Testimony was heard from: (1) Representatives Robert E. Andrews, Peter Hoagland, Donald M. Payne, Terry Everett, and Lynn C. Woolsey; (2) the director of the National Urban Alliance for Effective Schools; (3) the executive director of the Main Line Project Learning, Brookline School, Havertown, Pennsylvania; (4) a former congressman; (5) four school superintendents; (6) a program manager from the Pennsylvania Department of Education; (7) a senior researcher from SRI International; (8) two elementary school principals; (9) the dean of Montclair State College's School of Professional Studies; (10) three school district officials; (11) the president of the National Association of Migrant Education; (12) an official of the National Association of State Directors of Migrant Education; (13) an education consultant; and (14) the president of the American Federation of Teachers. (MDM)