Table of Contents

• Foreword, Dr. Gloria Ladson Billings.
• Dedication, Introduction, Dr. Loyce Caruthers and Dr. Jennifer Friend.
• PART I: STUDENT VOICE AND THE CONTEXT FOR URBAN PUBLIC SCHOOLS IN THE UNITED STATES.
• Student Voice and Storytelling: The Value in Listening to Students, Introduction.
• Student Voice and Symbolic Violence.
• Student Voice and School Renewal.
• Student Voice and Storytelling.
• The Power of Stories.
• The Paradigm of the Personal: Voice.
• Interrogating Race, Ethnicity, Class, Gender, and Sexual Orientation.
• The Demonstration of the Deconstruction Process.
• Mike’s Story.
• Deconstruction of Mike’s Story.
• Storytelling and School Renewal.
• The Constructed Others: Race, Gender, Identity, and Intelligence, Introduction.
• The Construction of “Otherness”.
• Intersections of Race, Gender, and Class: Identity Development and Intelligence.
• The Construction of Race.
• Intersection of Race, Gender, and Class.
• Identity Development. Race and Intelligence.
• Conclusion.
• The Constructed Others: Issues of Power and Privilege, Introduction.
• Social Class: Issues of Power and Privilege.
• Schools and the Narrative of Power and Privilege.
• The Narrative of White Privilege.
• Conclusion.
• The Policy Context for Urban Public Education in the United States, Introduction.
• Educational Finance: Issues of Equity and Adequacy.
• Federal Legislation for Public Education.
• Looking to the Future.
• The Numbers: America’s Love Affair with Statistics, Introduction.
• Race and Student Achievement.
• Poverty and Student Achievement.
• Building Cultural Capital.
• Conclusion.
• PART II: THE FRAMEWORK FOR INCLUDING STUDENT VOICE IN URBAN SCHOOL RENEWAL.
• The Framework for Including Student Voice in Urban Schools, Rationale for Implementing the Framework for Student Voice.
• Engaging Student voice for Public Interest.
• The Framework for Including Student Voice in School Renewal.
• Systematic Data Collection: Diverse Students’ Perspectives.
• Collaborative Data Analysis: Involve Diverse Stakeholders.
• Preliminary Conclusions and Hypotheses.
• Additional Data Collection and Analysis.
• Conclusions Integrated into School Renewal Process.
• Evaluation and Reflection.
• Continue to Implement the Framework.
• Kids Want Caring Teachers with High Academic Expectations, Introduction.
• Individual Variables and Class-level Expectations.
• Individual Variables.
• Academic Achievement.
• Program Placement.
• Gender.
• Language.
• Socioeconomic Class.
• Temperamental Styles.
• Race and Ethnicity.
• Classroom-level Expectations.
• Caring Teachers.
• Kids Want to Feel Safe at School, Introduction.
• School Climate.
• Bullying.
• Feeling Safe at School.
• Kids Want Active and Engaging Learning Opportunities, Introduction.
• Student Engagement.
• Theories of Underachievement.
• Deficit-deprivation Theory.
• The Theory of Structural Inequality.
• Tracking.
• The Theory of Cultural Discontinuity.
• Fourth Grade Failure Syndrome.
• The Acting White Theory.
• Lure of the Street Life Theory and Peer Pressure.
• Parents are at Fault Theory.
• Underprepared Teachers.
• Low Teacher Expectations.
• Conclusion.
• Kids Want to Know More about Their Own Cultures and Cultures of All People, Introduction.
• African-centered Schools.
• English-language Learners.
• The Nature of Culture?
• Culturally Competent Teachers.
• Multiculturalism.
• McLaren: Forms of Multiculturalism .
• King’s Deciphering Knowledge.
• Multicultural Citizenship.
• Critical Race Theory as a Lens for Understanding Diversity.
• Conclusion.
• PART III: APPLYING THE FRAMEWORK: FINDING OUT WHAT KIDS WANT FROM URBAN SCHOOLS.
• Students Interviews and Focus Groups, Introduction.
• Interviews and Focus Groups: Entering the World of Students.
• Face-to-Face Interviews.
• Student Focus Groups.
• Interviewing with a Purpose.
• Selecting the Interviewer.
• Selecting Interview Participants.
• Deciding on Interview. Questions.
• Types of Questions.
• Formulating Questions and What to Avoid.
• Probing.
• The Interview Guide.
• Making Meaning of Interview Data.
• Conclusion.
• Student Surveys , Introduction.
• Survey Design and Selection.
• Likert Items.
• Open-ended and Closed Questions.
• Reliability and Validity.
• Survey Administration.
• Sampling Techniques.
• Analyzing and Applying Survey Results.
• Analyzing Survey Results.
• Sharing and Utilizing Survey Results.
• Ethical Considerations.
• Visual Methods and Technology, Introduction.
• Critical Arts-Based Inquiry.
• Student-Produced Video Projects.
• Technology and Online Social Networks.
• Student Blogs, Wikis, and Online Publications.
• Conclusion.
• Students Participating in Governance and School Committees.
• Introduction.
• Preparing Adults and Students for Collaborative Governance.
• Students and School Governance.
• Students on Local Governing Boards: Chocolate Milk Every Day!
• Site-Based Advisory Council.
• Student Service on School Committees.
• Conclusion.
• Conclusion., Introduction.
• Culturally Relevant Pedagogy.
• Culturally Responsive Teaching.
• Funds of Knowledge.
• Cultural Modeling Framework.
• Reflections. Implications and Future Recommendations.
• Honoring the Voices of Students.
• Engaging Student Voice for Community Leadership.
• Future Research.
• Additional Resources on Race.
• Student Assent Form.
• Parent Consent Form.
• References.
• Acknowledgments.
• About the Authors.

About the Author

Loyce Caruthers and Jennifer Friend, University of Missouri, Kansas City, USA.