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Adults have been and remain marginalized in academic institutions because of the persistence of a deeply rooted culture bias. This work analyzes the current state of the adult student experience in higher education, exploring the organizational, instructional, and interpersonal barriers that adults ...

Adults have been and remain marginalized in academic institutions because of the persistence of a deeply rooted culture bias. This work analyzes the current state of the adult student experience in higher education, exploring the organizational, instructional, and interpersonal barriers that adults face in reaching their educational goals. Using applied critical and postmodern theory, the author explores the hypothesis that adults are "at-risk" in higher education settings because of such bias. The book includes an extensive review and critique of the literature and of contemporary adult programs and practices. In addition, adult students' personal accounts of their academic experiences are presented. This study not only reveals the nature and scope of the obstacles faced by adult students, but begins to suggest tangible ways students and educators can work to overcome them.

Compensatory education for alienated students at risk of dropping out is a recognized part of the educational landscape. This is the first ethnographic study of such a program. It focuses on students and staff at two state-supported sites--one composed of white students, the other being ...

Compensatory education for alienated students at risk of dropping out is a recognized part of the educational landscape. This is the first ethnographic study of such a program. It focuses on students and staff at two state-supported sites--one composed of white students, the other being predominantly African American. Participants are paid to attend, and are given academic remediation, counseling, and job assignments in the community. The author found that, unknown to the staff or the state, the program is unsuccessful in its main goal of reintegrating adolescents into their schools. He associates this failure with the program's perception of its students, the trivial curriculum, and the lack of student involvement in planning. Coming from the perspective of critical theory, the author challenges the mainstream view that this program compensates for deficiencies that individual students bring with them to the classroom. His findings support the idea that the program legitimates stratification by giving potentially disruptive students mixed messages. Operating from an "ideology of hope," the program tells students that they should challenge themselves to aspire to become middle class profesionals. At the same time, however, it ignores institutional barriers and fails to give its students the tools they need to succeed in school. This study has implications for all educators attempting to reach at-risk youth.

This book examines historical approaches and current research and practice related to the education of adolescents placed at risk of school failure as a result of social and economic conditions. One major goal is to expand the intellectual exchange among researchers, policymakers, practitioners, and ...

This book examines historical approaches and current research and practice related to the education of adolescents placed at risk of school failure as a result of social and economic conditions. One major goal is to expand the intellectual exchange among researchers, policymakers, practitioners, and concerned citizens on factors influencing the achievement of poor and minority youth, specifically students in middle and high schools. Another is to encourage increased dialogue about policies and practices that can make a difference in educational opportunities and outcomes for these students. Although the chapters in this volume are not exhaustive, they represent an array of theoretical and methodological approaches that provide readers with new and diverse ways to think about issues of educational equality and opportunity in the United States. A premise that runs through each chapter is that school success is possible for poor and minority adolescents if adequate support from the school, family, and community is available. *The conceptual approach (Section I) places the research and practice on students placed at risk in a historical context and sets the stage for an important reframing of current definitions, research, policies, and practices aimed at this population. *Multiple research methodologies (Sections II and III) allow for comparisons across racial and ethnic groups as well as within groups, and contribute to different and complementary insights. Section III, "Focus on African-American Students," specifically addresses gender and social class differences among African-American adolescents. *Current reform strategies presently being implemented in schools throughout the United States are presented and discussed (Part IV). These strategies or programs highlight how schools, families, and communities can apply research findings like the ones this book presents, thus bridging the often wide gap between social science research and educational practice.

Art therapy has long been an invaluable tool for therapists working with children, allowing them access to emotions and experiences that their young patients may be unable or unwilling to express verbally. More recently, some professionals have speculated that some form of art assessment might be ...

Art therapy has long been an invaluable tool for therapists working with children, allowing them access to emotions and experiences that their young patients may be unable or unwilling to express verbally. More recently, some professionals have speculated that some form of art assessment might be used to screen children for signs of aggression and depression, but now there is confirmation. A study of more than two hundred children using Rawley Silver's draw a story test showed a strong correlation between aggression or depression and certain types of artistic narratives; meanwhile, unbeknownst to Silver, a pair of Russian therapists were using Silver's assessment tests in a similar fashion with Russian children and achieving similar results. Aggression and Depression Assessed Through Art: Using Draw-A-Story to Identify Children and Adolescents at Risk came about as a result of these studies, but the book's scope goes beyond the numbers to investigate the connections between a child's expression through drawing and his violent behavior. The text, written mostly by Silver but with chapters contributed by therapists from both the United States and Russia, compares drawings by children who have already exhibited violent behavior with those who have not, thus exploring the potential of the test for use as an early identifier of children and adolescents at risk for depression or inappropriate aggression. Other chapters examine the changes in emotional state revealed by a child's responses to standard art assessment tests, as well as the cross-cultural applications of Silver's tests. Silver is recognized as one of the earliest developers of art therapy in the United States, and by providing mental health professionals with a tool to help identify and treat disturbed children this book represents yet another of her major contributions to the field.