Harvard Educational Review
  1. Fall 1999 Issue »

    Streets and Schools

    How Educators Can Help Chicano Marginalized Gang Youth

    James Diego Vigil
    The relationship between streets and schools for Chicano gang youth is at the heart of this article. Author Diego Vigil argues that understanding how streets and schools intersect in ways that interfere with the learning and school performance of Chicano gang youth may be the key to offering them a more positive schooling experience. Using his multiple marginality framework, Vigil examines how gangs socialize Chicano youth to be gang members. He also examines how home and school are complicit in that socialization. Typically, street children exhibit behaviors in classrooms that interfere with their academic learning. In turn, educators are not well enough informed about gang culture to foster behaviors that result in successful academic performance. Vigil issues a call to parents and teachers to actively participate in the prevention, intervention, and suppression of gang activity. The author presents three Los Angeles–based programs as examples of how schools can successfully serve gang children. While Vigil argues that schools have exacerbated the problem, he remains convinced that schools — working in a concerted and respectful effort with the home and the community — present the best hope for countering street socialization.

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    Fall 1999 Issue

    Abstracts

    The Development of Professional Developers
    Learning to Assist Teachers in New Settings in New Ways
    Mary Kay Stein, Margaret Schwan Smith, Edward A. Silver
    Streets and Schools
    How Educators Can Help Chicano Marginalized Gang Youth
    James Diego Vigil
    The Mind Is Its Own Place
    The Influence of Sustained Interactivity with Practitioners on Educational Researchers
    Michael Huberman

    Book Notes

    Teacher with a Heart
    By Vito Perrone

    Political Correctness
    By Stanley Fish

    School Leadership
    By Kathleen Sernak

    The Students Are Watching
    By Theodore R. Sizer and Nancy Faust Sizer

    Black Power/White Power in Public Education
    By Ralph Edwards and Charles V. Willie

    Learning in the Field
    By Gretchen B. Rossman and Sharon F. Rallis

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