- Table View
- List View
Young People's Literacies in the Digital Age: Continuities, Conflicts and Contradictions
by Luci PangrazioWhat do young people really do with digital media? Young People's Literacies in the Digital Age aims to debunk the common myths and assumptions that are associated with young people's relationship with digital media. In contrast to widespread notions of the empowered and enabled 'digital native', the book presents a more complex picture of young people's digital lives. Focusing on the notion of 'critical digital literacies' this book tackles a number of pressing questions that are often ignored in media hype and political panics over young people’s digital media use, including: In what ways can digital media enhance, shape or constrain identity representation and communication? How do digital experiences map onto young people’s everyday lives? What are young people’s critical understandings of digital media and how did they develop these? What are the dominant understandings young people have of digital media and in whose interests do they work? These questions are addressed through the findings of a year of fieldwork with groups of young people aged 14 to 19 years. Over the course of eight chapters, the experiences and views of these young people are explored with reference to various academic literatures, such as digital literacies, media and communication studies, critical theory and youth studies. Starting with their early socialisation into the digital context, the book traces the continuities, contradictions and conflicts they encounter as part of their practices. Written in a detailed but accessible manner, this book develops a unique perspective on young people’s digital lives.
Young People's Perspectives on Education, Training and Employment: Realising Their Potential (Future Of Education From 14+ Ser.)
by Jerry Wellington Lorna UnwinBased on interviews with over 150 young people in education and training, this volume reflects on their perspectives on the issues and challenges that education and training have to offer.
Young People's Play, Wellbeing and Learning: Psycho-Social and Virtual Geographies in Digital Play
by Dimitra HartasThis book explores the shifting geographies and contexts of children's play and learning. The author examines both free and guided play through the lenses of class, gender and disability, drawing links between face-to-face and online interactions. As young people increasingly spend time in virtual environments it is important to adjust understandings of how, and when, they engage with learning. The book examines play as a continuum of activities and peer interactions, interrogating what it takes to bridge the gap between academic and wellbeing goals for children with disabilities and disadvantage, as well as those at the intersection with other markers of difference (e.g. gender and race). It will be of interest and value to scholars of play and education, as well as those working with disabled or disadvantaged children.
Young People's Quality of Life and Construction of Citizenship
by Graciela TononThe study of quality of life refers to the material environment (social welfare) and psychosocial environment (wellbeing). It has been defined as a concept that implies the objective and subjective dimension that Cummins (1997) first studied in seven domains. The use of domains in the quality of life study allows a more precise measurement than the one that could have been reached through simple questions, since psychometric scales are used and if the addition of domains is equivalent to the totality of life satisfaction, then the group of domains is a valid measure of quality of life. In the case of young people, it has been observed that even if they live in negative physical, social and contextual conditions, they can nevertheless experience a relatively positive experience in relation to their quality of life, depending on the strategies and capabilities that they generate in relation to the context. Similarly, young people that live in favorable socioeconomic conditions and with a trouble free psychological situation may experience a relatively poor evaluation of their position in life (Patrick et al). oung people do not form a homogenous group and, in this sense, it is not possible to generalize about youth; they interact with the environment in which they live and they are a product of the history they happen to live, in this way they transit different vital scenarios in daily life that affect their quality of life. The social representations about youth that each population has, in each historical moment, are embedded in the social context in which young people live and develop, conditioning every-day life and /or creating related stereotypes. The concept of youth is a social construction built conjointly by all members of society in the historical moment in which they live. Young people interact with the environment in which they live and they are a product of the history they happen to live. Authors like Urresti (1999) define youth from a point of view that takes into account the living together of different generations in different societies, thus being impossible to compare young people of today with those of two or three decades ago; in addition, he states that it is necessary to situate the understanding of youth within the historical and social moment in which they live. Nowadays the predominant adult model is based in individualism, and even if an intergenerational dialogue is necessary, it is difficult for young people to achieve this kind of communication with adults that, in some cases, are living "stages of youth" or that need to be "forever young". Young people live in uncertainty, with a limited perspective for future action, assigning their own meaning to events and facts, according to their fundamental concerns that are significantly different from those of their parents' generation. In the other side the process of globalization and the protagonist social role of the new informational and communicational technologies, produce that the possibilities to expand individual freedoms increase, but not all young people can manage with it (Lechner, 2002). What young people need in order to construct their citizenship and feel satisfied, varies according to the different societies, especially considering that most of them live a fragile situation. As Cortina (2003:7-9) states, the idea of citizenship always transcends individualism, because the citizen is somebody that exists together with others, and those others are equal to him before the city, is somebody that deliberates with others, that acts with others conjointly, that assumes the protagonist role of his own life, in this way citizen is not only that who the law protects, but that who participates in the public issues. Speaking about young people we propose to recognize them from their equal dignity because "recognition is not only a courtesy that we owe others: it is an essential human need" (Taylor, 1993:46). This recognition is based in human dignity and tends to protect the basic rights of people as individuals and to recognize the particul...
Young People's Rights in the Citizenship Education Classroom (Palgrave Studies in Global Citizenship Education and Democracy)
by Helen HannaThis book explores the rights held by young people in the citizenship education classroom in the divided societies of Northern Ireland and Israel. Against the backdrop of a long history of protracted conflict and division, the author analyses how international rights obligations are reflected in the contested citizenship education curriculum in secondary schools. Drawing upon extensive qualitative data as well as policy and curriculum documents, the author reveals that understandings of education rights can be oriented around three themes – minority group representation in the curriculum, dealing with difference through pedagogy, and preparing young people for life in a (divided) society. This can be mapped onto the 42-A rights framework where education should be ‘acceptable’ and ‘adaptable’. However, the variety of interpretations held by participants raises questions regarding the ‘universality’ of international frameworks for education rights, and the workability of such frameworks in the national and divided contexts. While the contexts of Northern Ireland and Israel have much in common, they are rarely compared: this book will show that their comparison is as relevant as ever, as issues of identity continue to affect everyday school life. This book will be of interest to citizenship and history education scholars, as well as those who are concerned with the application of international human rights law.
Young People's Views on Sex Education: Education, Attitudes and Behaviour
by Lynda Measor Coralie Tiffin Katrina Miller Dr Lynda MeasorBased on observation of sex education programmes and in-depth interviews with young people, the authors aim to understand more about adolescent's attitudes to sexuality and their sexual behaviour in order to develop policies which will meet their needs more appropriately and effectively.Issues covered in this interesting and accessible book include the ways adolescent informal culture affects sex education programmes and practice; the impact of gender inequality on sex education and safer sex behaviours; legislation and policy frameworks which effect sex education policies; the way young people see legislation and evaluate sex education programmes; and the impact health professionals can have in school sex education.The authors contend that the insights into the values and views that young people bring to bear on the sex education they receive should have an important role to play in the development of policy and practice of those involved in sex education work.
Young People's Voices in Physical Education and Youth Sport (Routledge Studies in Physical Education and Youth Sport)
by Mary O’SullivanHow do children and young people experience and understand sport and physical activity? What value do they attach to physical education and physical literacy? This important new book attempts to engage more directly than ever before with the experiences of young people by placing the voices of the young people themselves at the centre of the discussion. As the need to listen to young people becomes increasingly enshrined in public policy and political debate, this book illuminates our understanding of an important aspect of the everyday lives of many young people. With contributions from leading researchers and educationalists from around the world, the book draws on a diverse range of methodological and theoretical perspectives to demonstrate how we can better understand the unique perspectives of young people, how teachers and coaches can respond to and engage with the voices of young people, and how young people can be afforded opportunities to shape their education and leisure experiences. The book presents a fascinating range of case studies from around the world, including the experiences of African American girls and masculine sporting identities in Australia, and addresses both theoretical and policy debates. Young People’s Voices in Physical Education and Youth Sport is essential reading for any serious student or professional with an interest in PE, youth sport, sports development, sports coaching, physical activity and health, education or youth work.
Young People, Creativity and New Technologies: The Challenge of Digital Arts
by Julian Sefton-GreenWhat is the creative potential of the new technologies? How can computers create new possibilities for artistic and creative work in education?Young People, Creativity and New Technologies describes ways in which ICTs (Information Communication Technologies) can produce new possibilities for creative work both within the formal curriculum and in complementary educational arenas. It provides a series of case studies which show how 'digital arts' are currently being used across school and community arts curricula and demonstrates how ICTs can be used in a genuinely inter-disciplinary way.It is aimed at those who are interested in practical ways to develop the creative uses of new technologies at school and in community arts settings.
Young People, Death and the Unfairness of Everything
by Nick LuxmooreA taboo subject in today's society, death is something that we do not like to talk about and especially do not like young people talking about. Yet, without opportunities to talk, young people's anxieties about death can manifest themselves in all sorts of self-destructive and socially-destructive ways. In this book, Nick Luxmoore explores the problems that arise when death is not openly discussed with young people and offers invaluable advice about how best to allay concerns without having to pretend that there are easy answers. He covers all of the key issues from the physicality of death to the fear of not existing to the way young people's morality develops and he provides expert insight into the impact these subjects have on young people's behaviour. This book presents a wealth of information for professionals, parents and others working with young people, providing the skills needed to ask young people the difficult question, "Do you think much about death?", and to support them as they begin their answer.
Young People, Learning and Storytelling (Palgrave Studies in Alternative Education)
by Emma ParfittThis book explores the lives of young people through the lens of storytelling. Using extensive qualitative and empirical data from young people’s conversations following storytelling performances in secondary schools in the UK, the author considers the benefits of stories and storytelling for learning and the subsequent emotional, behavioural and social connections to story and other genres of narrative. Storytelling has both global and transnational relevance in education, as it allows individuals to compare their experiences to others: young people learn through discussion that their opinions matter, that they are both similar to and different from their peers. This in turn can facilitate the development of critical thinking skills as well as encouraging social learning, co-operation and cohesion. Drawing upon folklore and literary studies as well as sociology, philosophy, youth studies and theatre, this volume explores how storytelling can shape the lives of young people through storytelling projects. This reflective and creative volume will appeal to students and scholars of storytelling, youth studies and folklore.
Young People, Social Media and Health (Routledge Studies in Physical Education and Youth Sport)
by Kathleen Armour Victoria GoodyearThe Open Access version of this book, available at http://www.tandfebooks.com/doi/view/10.4324/9781351026987, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license The pervasiveness of social media in young people’s lives is widely acknowledged, yet there is little evidence-based understanding of the impacts of social media on young people’s health and wellbeing. Young People, Social Media and Health draws on novel research to understand, explain, and illustrate young people’s experiences of engagement with health-related social media; as well as the impacts they report on their health, wellbeing, and physical activity. Using empirical case studies, digital representations, and evidence from multi-sector and interdisciplinary stakeholders and academics, this volume identifies the opportunities and risk-related impacts of social media. Offering new theoretical insights and practical guidelines for educators, practitioners, parents/guardians, and policy makers; Young People, Social Media and Health will also appeal to students and researchers interested in fields such as Sociology of Sport, Youth Sports Development, Secondary Physical Education, and Media Effects.
Young People, Stalking Awareness and Domestic Abuse
by Maria Mellins Rachael Wheatley Caroline FlowersThis book addresses domestic abuse and stalking among young people in the UK and Ireland, with a focus on intersectionality and lifestyle settings. In partnership with the Alice Ruggles Trust, this book draws on a wealth of expert contributions including those with lived experience, frontline services such as Paladin National Stalking Advocacy Service, charities EmilyTest and Hollie Gazzard Trust, researchers of so-called honour-based abuse and online harms, and forensic psychologists who work with people who stalk. It begins with an overview of ways to recognise harmful behaviours, including those carried out online. The discussion then moves on to methods and motivations of stalking and coercive control and the various lifestyle contexts including education environments, young people in the workplace, and the role of the police and frontline support services in tackling these issues. It is a vital resource for undergraduate students across criminology, sociology, law, psychology, education, social justice, policing, and forensic psychology, as well as a combination of academic researchers and professionals working within stalking and domestic abuse support and prevention. This action-orientated book also includes 'Key Points' and ‘Discussion Questions’ in each chapter to direct student learning in the classroom and to create discussion points for wider readers.
Young People’s Career Development and Wellbeing: An Enquiry across National Education Systems Based on Longitudinal Data (International Study of City Youth Education #5)
by Elizabeth Knight Belgin Okay-SomervilleThis book explores how career development experiences during education are relevant for wellbeing in youth career transitions from an interdisciplinary lens, using longitudinal data from different national educational contexts. Seven empirical chapters culminate in a conceptual model and recommendations for careers and wellbeing-oriented prevention and intervention programs to assist young people as they transition into the world of work. Following a foreword by Professor Stephen Lamb (the Springer International Study of City Youth series editor) and introduction by the editors, the book consists of empirical chapters based in six national and educational contexts, focusing specifically on schooling, higher education and transitions between compulsory schooling and young adulthood. Each national context chapter generates insights based on a longitudinal cohort study with at least two data points concerning information on young people’s career development and wellbeing. The empirical chapters are followed by discussion and conclusion chapters by the editors. The editors reflect on the evidence generated in this book and question what we know about the relevance of career development experiences on young people’s wellbeing during education-to-work transitions. Implications of these empirical findings on career interventions and policy making across the educational systems are discussed. The contributions in this book show that career development experiences while in education matters, not only for employment outcomes, but also for our subjective wellbeing in early careers. Key conclusions point towards a need for theoretically integrating: (i) the sensemaking role of time; (ii) resource-based approaches to careers; as well as (iii) the efficacy of career development experiences to overcome structural inequalities. Methodologically, this book shows the value of nationally representative longitudinal datasets that focus on young people’s educational and labour market experiences.
Young People’s Educational Careers in England and Germany
by Judith GlaesserThrough a comparative study of young people's educational careers in England and Germany, this book explores the range of influences which shape educational careers such as the individual talents and interests of young people, their social class and background, as well as school and country characteristics. Methodologically, the book develops a mixed methods approach that utilises Charles Ragin's increasingly popular Qualitative Comparative Analysis (QCA) to examine cross-case analyses of secondary survey data alongside within-case process-tracing analyses of interview data to establish causal understanding of educational careers. International comparison adds another dimension, exploiting the significant differences between the two countries' school and university systems. The book therefore offers both a contemporary account of young people's educational careers and decision-making as well as a practical contribution to ongoing debates concerning the establishment of causal andexplanatory knowledge in the non-experimental social sciences.
Young People’s Transitions into Creative Work: Navigating Challenges and Opportunities (Routledge Research in Education)
by Julian Sefton-Green Ben Kirshner S Craig WatkinsExploring how formal and informal education initiatives and training systems in the US, UK and Australia seek to achieve a socially diverse workforce, this insightful book offers a series of detailed case studies to reveal the initiative and ingenuity shown by today’s young people as they navigate entry into creative fields of work. Young People’s Journeys into Creative Work acknowledges the new and diverse challenges faced by today's youth as they look to enter employment. Chapters trace the rise of indie work, aspirational labour, economic precarity, and the disruptive effects of digital technologies, to illustrate the oinventive ways in which youth from varied socio-economic and cultural backgrounds enter into work in film, games production, music, and the visual arts. From hip-hop to new media arts, the text explores how opportunities for creative work have multiplied in recent years as digital technologies open new markets, new scenes, and new opportunities for entrepreneurs and innovation. This book will be of great interest to researchers, academics and postgraduate students in the fields of youth studies, careers guidance, media studies, vocational education and sociology of education.
Young People’s Voice in School Science: Research from Five Years in the Classroom
by Marianne LoganThis book highlights young people’s changing attitudes toward and interest in science over the course of a five-year longitudinal study. Utilizing a mixed-methods approach, the author presents rich data from children and young people, as well as their parents and teachers. By providing a glimpse of science pedagogy from the perspective of young people and those who work with them, the book identifies factors that affect students' interest in science throughout their primary and secondary education. The book also examines a posthumanist philosophical approach to science education and emphasizes the interrelationship of all things within the context of science education.
Young Readers and Their Books: Suggestions and Strategies for Using Texts in the Literacy Hour
by Gervase PhinnFirst Published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.
Young Researchers: Informational Reading and Writing in the Early and Primary Years
by Margaret MallettInformational kinds of reading are crucial in every lesson. This book looks at how we can encourage children from the very beginning to think of themselves as young researchers using skills and strategies for clear purposes. It argues that the creative practitioner nurtures children's sense of wonder and curiosity about the world and all its phenomena.Packed full of advice on how to use the most stimulating and exciting texts and the liveliest approaches, the book celebrates the good practice of teachers and student teachers in a large number of classroom case studies.The content includes:* a summary of the recent developments and a framework of principles to inform good practice in this challenging aspect of literacy* chapters concentrating on particular age groups - beginning with the nursery and ending with the later primary years - and thus taking up an essentially developmental approach* an assessment of recent research and how findings can be put to practical and creative use in the classroom.A central message is that children benefit from collaborating with teachers and peers at every stage of finding out. The spoken language energises informational reading and writing, making the sharing of the fruits of children's research highly enjoyable. This book will inspire you and lead to the very best practice.
Young Scholars Model: A Comprehensive Approach for Developing Talent and Pursuing Equity in Gifted Education
by Catherine A. Little Kirsten Maloney Carol V. Horn Cheryl McCulloughHistorically, students from ethnically, linguistically, and economically diverse backgrounds have been overlooked and underidentified for gifted services. The Young Scholars Model is a comprehensive approach to addressing the issue of underrepresentation through engagement of a schoolwide effort and commitment. This book:Shares how the model leads to increased representation in identification and student success in advanced academic programs.Describes the four major components of the model and how they integrate in practice.Supports efforts to find and nurture potential in students who have historically been overlooked for gifted services.Includes steps for implementation and practical guidelines that schools and districts will be able to follow with fidelity and success.
Young Victims, Young Offenders: Current Issues in Policy and Treatment
by Letitia C PalloneAt a time when the nation is focused on devising new responses to street crime and on reforming the juvenile justice system, this book brings together in a single volume, current and emerging perspectives on the control of crime by and against children and youth. Young Victims, Young Offenders provides you with an overview of established and emerging practices in treating juvenile offenders and adults who prey on children and youth.This book explores the nature and causes of criminal offenses committed by and against juveniles. While children and youth show up statistically as offenders, they also figure disproportionately as victims. The contributing authors consider both of these aspects as they discuss current programs for the treatment of youths who commit or are victimized by criminal offenses.Topics of a wide range are addressed in Young Victims, Young Offenders for people--like you-- who work with our nation’s youth. A sampling of topics includes: How states address child maltreatment through reporting laws and special courtroom procedures Associations between selected psychosocial variables and chronic delinquency Implications of mandatory Child Abuse Reporting Laws on treating offenders The success of diversion during a 20-year period in a youth service bureau Clinical techniques in the treatment of juvenile sex offenders A study on the effectiveness of an intervention program in Iowa for youthful offendersThis book is useful for the pre-service student pursuing course work in juvenile delinquency, correctional counseling, probation, parole, and social work. At the in-service level, correctional counselors, probation officers, parole officers, social workers, psychologists, psychiatrists, correctional administrators, and child care workers can find much to challenge and enhance their effectiveness in their work with young victims and offenders.
Young Writers at Transition (Language and Literacy in Action)
by Daniel TaborHow does children's writing develop in the transition from primary to secondary school? Young Writers at Transition tracks a group of pupils from the end of Year 6 into the first half of Year 7. It analyses in detail the teaching and uses of writing at this important stage in their education, and uncovers some revealing findings concerning the experiences, perceptions and expectations of pupils, teachers and parents about writing.The authors link their findings to the broader issues of policy and our understanding about how writing is taught and used in transition. This timely book examines issues such as: * transition, continuity and progression, and how these can be managed to ensure standards do not suffer* the variety of teaching and uses of writing in Years 6 and 7* secondary school teachers' views of writing, and what practice is most effective for them* different ways of thinking about transition, continuity and progression* how the National Literacy Strategy has affected continuity and progression in children's writing at transition. This interesting study of the uses of writing will be a valuable resource, with practical suggestions, to teachers and educators in primary and secondary schools.
Young at Art: Classroom Playbuilding in Practice
by Christine Hatton Sarah LovesyYoung at Art is a practical guide to playbuilding for teachers working with students at an upper primary and secondary level. Focusing on an area often neglected in traditional drama text books, the book covers the process of devising drama, and the teacher’s role in facilitating students to collectively become playwrights, actors, designers, directors and critics of their ensemble work. The playbuilding process is covered in a structured manner, which includes: Mapping the Territory: identifying critical issues relating to teaching and learning in playbuilding, and laying the basic foundations of understandings and practice. Levels at Work: offering three approaches to playbuilding, catering for a range of learning experiences. Playbuilding for All: explores theatre practitioners’ techniques, working with students’ personal stories and narratives and playbuilding with a contemporary edge. An essential guide for all drama teachers Young at Art covers practical teaching issues and strategies for working with groups of students to help them perform their playbuilt stories to an audience, as well as techniques for student assessment and evaluation, providing a wealth of exemplary starting points and approaches. The book offers detailed guidance on working with students to help facilitate the collaborative creative and reflective processes, offering practical ideas and structures which can be easily implemented in the classroom.
Young at Art: Teaching Toddlers Self-Expression, Problem-Solving Skills, and an Appreciation for Art
by Susan StrikerFrom the creator of the bestselling Anti-Coloring Book series with more than 600,000 copies sold, a new parenting guide to encouraging creativity in preschool-age childrenYoung at Art is the first and only comprehensive book for the general audience about the nature, value and impact of art on very young children. Directed towards parents and educators of one to five year olds, Susan Striker explains why children's art is not a frill, but the very foundation upon which all later fundamental skills are built. She drives home the idea that encouraging children's artistic growth will have beneficial effects on all other aspects of their emotional and intellectual development. At the core of this practical guide is the understanding that art is an important tool in teaching young children crucial concepts related to self-expression, reading and writing. As opposed to more structured exercises, such as coloring on dittos and underlining pictures in workbooks, Striker stresses that scribbling and free drawing experiments are the most important art activities a child can engage in; they better prepare children to read independently as they grow.Young at Art provides descriptions for age-appropriate art activities, tips for carrying them out safely, and helps parents recognize what a child's art work should look like at each stage of development. With Young at Art, parents will develop realistic expectations of their children's work, learn how to speak to their children about their art, and facilitate skills well beyond their creativity that will benefit children.
Young, Female and Black
by Heidi Safia MirzaYoung black women bear all the hallmarks of a fundamentally unequal society. They do well at school, contribute to society, are good efficient workers yet, as a group they consistently fail to secure the economic status and occupational prestige they deserve. This book presents a serious challenge to the widely held myth that young black women consistently underachieve both at school and in the labour market. In a comparative study of research and writig from America, Britain and the Caribbean Young, Female and Black re-examines our present understanding of what is meant by educational underachievement, the black family and, in particular, black womanhood in Britain.
Young, Gifted and Black
by Theresa Perry Claude Steele Asa HilliardYoung, Gifted, and Black is a unique joint effort by three leading African-American scholars to radically reframe the debates swirling around the achievement of African-American students in school.In three separate but allied essays, Theresa Perry, Claude Steele, and Asa Hilliard place students' social identity as African-Americans at the very center of the discussion. They all argue that the unique social and cultural position Black students occupy, in a society which often devalues and stereotypes African American identity, fundamentally shapes students' experience of school and sets up unique obstacles. And they all argue that a proper understanding of the forces at work can lead to practical, powerful methods for promoting high achievement at all levels.Theresa Perry argues that African-American students face dilemmas, founded in the experience of race and ethnicity in America, that make the task of achievement distinctive and difficult. (For instance: "How do I commit myself to achieve, to work hard over time in school, if I cannot predict when or under what circumstances this hard work will be acknowledged and recognized?") She uncovers a rich and powerful African- American philosophy of education, historically forged against such obstacles and capable of addressing them, by reading African-American narratives from Frederick Douglass to Maya Angelou. She carefully critiques the most popular theoretical explanations for group differences in achievement. And she lays out how educators today-in a postcivil rights era-can draw on theory and on the historical power of the African-American philosophy and tradition of education to reorganize the school experience of African-American students. Claude Steele reports stunningly clear empirical psychological evidence that when Black students believe they are being judged as members of a stereotyped group rather than as individuals, they do worse on tests. He finds the mechanism, which he calls "stereotype threat," to be a quite general one, affecting women's performance in mathematics, for instance, where stereotypes about gender operate. He analyzes the subtle psychology of stereotype threat and reflects on the broad implications of his research for education, suggesting techniques-based again on evidence from controlled psychological experiments-that teachers and mentors and schools can use to counter stereotype threat's powerful effect. Asa Hilliard's ends essay, against a variety of false theories and misguided views of African American achievement, and focuses on actual schools and programs and teachers around the country that allow African-American students achieve at high levels, describing what they are like and what makes them work. Young, Gifted, and Black will change the way we think and talk about African American student achievement and will be necessary reading on this topic for years to come.