Adolescents at School brings together the perspectives of scholars, educators, and researchers to address the many issues that affect adolescents’ emerging identities, especially in relation to students’ experience of and engagement with school. The book offers current and preservice teachers a practical understanding of the concept of identity development, particularly as impacted by such factors as race, ethnicity, gender, sexual orientation, ability/disability, immigration, and social class.
This third edition includes new chapters on boys’ emotional lives, risk and resilience in girls, the experiences of undocumented immigrant students, Muslim-American youth, and income inequality; features on “teaching while white”; and an extensively updated chapter on LGBTQ+ students. The book expands on the strengths and insights of the previous editions while also touching on issues highly relevant to contemporary youth such as social media, youth activism, and immigration.
A practical and insightful volume,
Adolescents at School points to ways to foster the success of every student in our schools and classrooms.
A propos de l’auteur
Michael Sadowski is an assistant professor in the Master of Arts in Teaching (MAT) Program at Bard College, based in New York City and Annandale-on-Hudson, New York, where his course, “Identity, Culture, and the Classroom, ” explores many of the issues addressed in Adolescents at School. Prior to teaching at Bard, he was an instructor at the Harvard Graduate School of Education; editor of the Harvard Education Letter, for which he received several writing awards from the Association of Educational Publishers and the National Press Club; and vice-chair of the Massachusetts Governor’s Commission on Gay and Lesbian Youth. In addition to Adolescents at School, he is the editor of Teaching Immigrant and Second-Language Students: Strategies for Success (Harvard Education Press, 2004), a contributor to the Encyclopedia of the Life Course and Human Development (Macmillan, 2008), and the author of numerous journal articles and book chapters. A former full-time English and drama teacher, he continues to coteach at the high school level with faculty at New Day Academy, one of the Bard MAT Program’s partner public schools in the South Bronx.
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