Catherine R. Cooper – författare

In every cultural group and in regions worldwide, education is strongly linked to children and adolescents' life opportunities and choices. Many societies embrace the ideals that their children will have equal access to education, and can advance through their merit. However, in many nations, as children move through primary and secondary school towards higher education, the number of immigrant, minority, and low-income youth who finish secondary school and attend college shrinks, signifying a global dilemma.Drawing on theories and research from across the social sciences, Bridging Multiple Worlds invites readers to compare core viewpoints and ask their own questions about the roots of and remedies for this academic pipeline problem. Considering research, practice, and policies on opening pathways and pipelines, this book provides new quantitative and qualitative evidence to introduce a theory on how youth draw on their cultural worlds to navigate their pathways to college. Chapters address cultural and developmental issues involving academic and cultural identities, and how communities define success for youth. Tools for advancing research with culturally diverse students are also provided. The result is a must-have volume for researchers, educators, policymakers, and students, brimming with fresh and creative syntheses of theory, research, and policy."A theoretically rich examination of the development of identity and educational pathways for ethnically diverse youth in American society. This is a book to be savored for its unique perspective on one of the great challenges of our times-finding ways to successfully integrate diverse youth into an increasingly unforgiving educational and social structure."--Patricia Gándara, Ph.D., Professor of Education, UCLA"Bridging Multiple Worlds is a magnificent book! Its conceptual location on the nexus of research, practice, and policy makes the volume extremely important. Cooper deftly embraces all perspectives, speaks effectively to all, and uses the synergies to great effect. She demonstrates that approaching the work with an expectation for success is both highly engaging for all involved, and increases the likelihood that solutions will be found for inevitable challenges - through effective design and implementation. Cooper has much to teach us, and has provided a clear and comprehensive guide for pursuing effective work to help all students obtain high achievement and college degrees."--Anne C. Petersen, Ph.D., Research Professor, University of Michigan, CHGD Founder and President, Global Philanthropy Alliance "This volume represents a significant advance to our understanding of the deep socialization and cross-institutional processes that underlie higher education access among members of communities underserved by formal education systems. Its most important contribution is its theory-based overview of concrete collaborative programs and strategies attuned to the unique cultural, linguistic, and social values of participants from diverse backgrounds and life circumstances."--Richard Durán, Ph.D., Gevirtz Graduate School of Education, University of California, Santa Barbara"As the world becomes global and borders easier to cross, issues of migration, minorities and cultural diversity become more relevant. Catherine Cooper and her colleagues developed a dialogue across theory, research, and community action and constructed tools for helping minority adolescents take their place on the academic pathway. Of value to psychologists, educationalists, community workers, policy makers, or anyone concerned with the future of education, this book offers strategies for building bridges of understanding across cultures to provide equal educational opportunities for all."--Rachel Seginer, Ph.D., Emeritus Professor of Human Development and Education, University of Haifa, Israel"This is a superb book. Cooper deconstructs the concept of 'disadvantage' - the emphasis falls on culture and identities instead of deficits and poor academic skills alone. Yielded is a rich review of studies - and refreshing alternatives to many standard assumptions. These approaches and concepts are relevant to other social groups and other 'pipeline' progressions, making the book a richly rewarding source for several audiences."--Professor Jacqueline Goodnow, Ph.D., Emeritus Professor, Macquarie University

When can contexts and diversity be resources, rather than risks, for children's developmental pathways? Scholars, policy makers, and practitioners increasingly realize that middle childhood matters as a time when children's pathways diverge, as they meet new and overlapping contexts they must navigate on their way to adolescence and adulthood. This volume shines new light on this important transition by tracing how these contexts -- cultural, economic, historical, political, and social -- can support or undermine children's pathways, and how children's own actions and the actions of those around them shape these pathways. With a focus on demographic changes taking place in the U.S., the volume also maps how experiences of diversity, reflecting culture, ethnicity, gender, and social class, matter for children's life contexts and options. Chapters by a team of social scientists in the MacArthur Foundation Research Network on Successful Pathways through Middle Childhood present the fruits of ten years of research on these issues with diverse cultural and ethnic communities across the U.S. These include:*a set of models and measures that trace how contexts and diversity evolve and interact over time, with an epilogue that aligns and compares them;*surprising new findings, quantitative and qualitative, with cases showing how children and families shape and are affected by their individual, recreational, institutional, and cultural experiences; and *applications to policy and practice for diverse children and families. The importance of these new models, methods, findings, and applications is the topic of commentaries by distinguished scholars with both U.S. and international perspectives.The book is intended for researchers, practitioners, and policy makers, as well as students in psychology, sociology, and education.