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The rise of post industrial urban centers and global communication technologies has created a distinctive Urban Youth Culture
(UYC) with roots in Black history and social activism. In the discourse on education and Black youth, UYC is rarely seen as
a positive force promoting academic achievement and self esteem. Drawing on the voices of Black urban youth in an all-male
high school mentoring program, this article offers an affirming view on the significance and pragmatism of UYC to a group
of young men at an East Coast high school. Findings reveal that the young men related to and relied on UYC to help them negotiate
school and establish positive academic and social identities for themselves. 相似文献
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Yolanda Sealey-Ruiz 《The Educational forum》2013,77(1):37-46
Despite American schools administrators' refusal to accept the language of African-American students and their overzealousness to frame language and literacy skills in terms of an “achievement gap,” African-American Vernacular English (AAVE) is the language of African-American imagination and reality. This article discusses the characteristics of AAVE that make it a real language, as well as The Dozens—an original use of AAVE and one of many creative vehicles of expression used in the African-American community. The article also describes how African-American adult learners used AAVE in their composition class discussions and writings. 相似文献
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