|aTeaching Black girls :|bresiliency in urban classrooms /|cVenus E. Evans-Winters.
|aNew York :|bP. Lang,|cc2005.
|a185 p. ;|c23 cm.
|aCounterpoints,|x1058-1634 ;|vv. 279.
|aIncludes bibliographical references (-185) and index.
|aIntroduction: Where I'm comin' from -- (En)gendering resiliency in urban education -- The construction of social inequality in a Midwestern city -- introducing the co-narrators -- Resiliency in urban classrooms -- Critical urban pedagogy.
|aEvans-Winters (education and sociology, Illinois Wesleyan U.) explores the questions of how some Black urban girls succeed versus why some are resilient in the face of adversity. She finds the attitudes about education of adults in the lives of Black young women, including those in their families, schools, churches and communities are essential, and that their expectations for success, whether through practical help or at the more theoretical level of co-narration, should become a critical component of urban education. Evans-Winters's three-year ethnography combines theory, practice, and research to provide support for educators of students living in a world where privilege is afforded primarily to those who are white, wealthy, and male.
|aAfrican American girls|xEducation.
|aUrban youth|zUnited States|xSocial conditions.
|aResilience (Personality trait)|zUnited States.
|aCritical pedagogy|zUnited States.
|aCounterpoints (New York, N.Y.) ;|vv. 279.
|zTable of contents|uhttp://www.loc.gov/catdir/toc/ecip0414/2004001654.html