Necessary but Insufficient: How Educators Enact Hope for Formerly Disconnected Youth

Terry K. Flennaugh, Kristy S. Cooper Stein, Dorinda J. Carter Andrews

    Research output: Contribution to journalArticle

    Abstract

    This qualitative study investigated how educators in urban second-chance high school settings made sense of their work with formerly disconnected youth. Using Duncan-Andrade’s framework of critical hope, we examined how adults’ orientations toward hope shaped the educational context in ways that were necessary and sufficient for student success. Findings from this study highlight the need for more critical approaches to student engagement, specifically for students most affected by systems of marginalization. Implications for urban educators and the institutions that prepare them are discussed.

    LanguageEnglish (US)
    Pages113-138
    Number of pages26
    JournalUrban Education
    Volume53
    Issue number1
    DOIs
    StatePublished - Jan 1 2018

    Profile

    student
    educator
    marginalization
    school
    youth
    need

    Keywords

    • critical hope
    • disconnected youth
    • second-chance schools
    • urban schools

    ASJC Scopus subject areas

    • Education
    • Urban Studies

    Cite this

    Necessary but Insufficient : How Educators Enact Hope for Formerly Disconnected Youth. / Flennaugh, Terry K.; Cooper Stein, Kristy S.; Carter Andrews, Dorinda J.

    In: Urban Education, Vol. 53, No. 1, 01.01.2018, p. 113-138.

    Research output: Contribution to journalArticle

    Flennaugh, Terry K. ; Cooper Stein, Kristy S. ; Carter Andrews, Dorinda J./ Necessary but Insufficient : How Educators Enact Hope for Formerly Disconnected Youth. In: Urban Education. 2018 ; Vol. 53, No. 1. pp. 113-138
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