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Educational Psychology Reader

The Art and Science of How People Learn - Revised Edition

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Edited By Greg S. Goodman

The revised edition of Educational Psychology Reader: The Art and Science of How People Learn presents an exciting amalgam of educational psychology’s research-based reflections framed in twenty-first century critical educational psychology. As a discipline, educational psychology is reinventing itself from its early and almost exclusive identification with psychometrics and taxonomy-styled classifications to a dynamic and multicultural collage of conversations concerning language acquisition, socially mediated learning, diverse learning modalities, motivation, the affective domain, brain-based learning, the role of ecology in increasing achievement, and many other complementary dimensions of how people learn. Many polymaths of the discipline are included in this volume, providing daunting evidence of the range and intellectual rigor of educational psychology at this historical juncture. Featuring a collection of renowned international authors, this text will appeal to scholars across the globe. The Educational Psychology Reader is an ideal choice as either the primary or supplemental text for both undergraduate and graduate level educational psychology courses.
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44. Urban Dropouts: Why Persist?

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CHAPTER FORTY-FOUR

Urban Dropouts

Why Persist?

Greg S. Goodman & Adriel A. Hilton



As we are all too keenly aware, the national educational statistics tell a very troubling and foreboding story about life for students within America’s urban classrooms (Banks & Banks, 1989; National Center for Education Statistics, 2006). African American students embody 17 percent of the total U.S. student population, but African American teachers represent only 6 percent of all teachers in the U.S. (Leaving Schools, 2004). For Hmong and other minority groups, the gap can be even more acute. African American male teachers comprise just one percent of America’s total teaching force. Underscoring those dismal numbers is the fact that there is no staff of color in 44 percent of the nation’s schools (National Center for Education Statistics, 2006). Based upon these demographics and the cultural mismatch they portray, is it any wonder that inner city schools are failing their students and continuing to fall further behind (Beachum & McCray, 2008)? This is failure by design (Duncan-Andrade & Morrell, 2008). Why persist? Indeed!

The Children’s Defense Fund reports the alarming fact that one American high school student drops out every nine seconds (Leaving Schools, 2004). In 2007 that statistic equated to 6.2 million students in the United States between the ages of 16 and 24 dropping out of high school. These data are further substantiated by the Center for Labor Market Studies at...

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