Daring to care: the role of culturally relevant care in mentoring Black and Latino male high school students. Issue 5 (2nd September 2016)

• Record Type: Journal Article
• Authors: Watson, Wanda; Sealey-Ruiz, Yolanda; Jackson, Iesha
• Is Part Of: Race, ethnicity and education. Volume 19:Issue 5(2016)
• Page Start: 980
• Page End: 1002
• Publication Date: 2016-09-02
• Subjects: culturally relevant care -- Black and Latino males -- race -- mentorship -- over-aged and under-credited; Minorities -- Education -- Periodicals; Educational equalization -- Periodicals; Multicultural education -- Periodicals; Race relations -- Periodicals; Race awareness -- Periodicals; Black people -- Race identity -- Periodicals; 306.432
• DOI: 10.1080/13613324.2014.911169
• Languages: English
• ISSNs: 1361-3324

Abstract

Abstract : This study seeks to challenge the uni-dimensional way care in school is written about by highlighting an often overlooked aspect of care – the kind that students do for each other. Data is drawn from focus groups conducted with the youth participants and founder of Umoja Network for Young Men (UMOJA), an all-male, school-based mentoring program for over-aged and under-credited (OA/UC) high school students. The authors draw on theories of culturally relevant pedagogy, care, and critical pedagogy to present the findings and propose a form of culturally relevant care (CRC) that entails warm demanding and building mutual trust. This study highlights the humanizing experiences of the Black and Latino male transfer students and their mentor. This focus on the experiences of young Black and Latino male participants seeks to shift the discourse from one focused on deficits to one that recognizes their agency and capacities for social and academic success.