PEDRO A. NOGUERA is a professor at the Steinhardt School of Education at New York University, the executive director of the Metropolitan Center for Urban Education, and the co-director of the Institute for the Study of Globalization and Education in Metropolitan Settings (IGEMS). Noguera received the 2008 Race and Gender Equity Award from the Schott Foundation for Public Education.

• The Author ixIntroduction xiPart One: The Student Experience 11. Joaquin’s Dilemma: Understanding the Link Between Racial Identity and School-Related Behaviors 32. The Trouble with Black Boys: The Impact of Social and Cultural Forces on the Academic Achievement of African American Males 173. And What Will Become of Children Like Miguel Fernández?/Y Qué Pasará Con Jóvenes Como Miguel Fernández? Education, Immigration, and the Future of Latinos in the United States 434. How Listening to Students Can Help Schools to Improve 61Part Two: The Search for Equity 735. Latino Youth: Immigration, Education, and the Future 756. Preventing and Producing Violence: A Critical Analysis of Responses to School Violence 837. Schools, Prisons, and Social Implications of Punishment: Rethinking Disciplinary Practices 1118. Racial Politics and the Elusive Quest for Excellence and Equity in Education 131Part Three: The Schools We Need 1599. Reclaiming the Promise of Public Education With Alan Blankstein 16110. Standards for What? Accountability for Whom? Rethinking Standards-Based Reform in Public Education 17111. Racial Isolation, Poverty, and the Limits of Local Control as a Means for Holding Public Schools Accountable 18912. Transforming Urban Schools Through Investments in Social Capital 217Notes and References 251Epilogue: Joaquin’s Dilemma Revisited 307Index 311Discussion Questions 323

PEDRO A. NOGUERA is a professor at the Steinhardt School of Education at New York University, the executive director of the Metropolitan Center for Urban Education, and the co-director of the Institute for the Study of Globalization and Education in Metropolitan Settings (IGEMS). Noguera received the 2008 Race and Gender Equity Award from the Schott Foundation for Public Education.

• The Author ixIntroduction xiPart One: The Student Experience 11. Joaquin’s Dilemma: Understanding the Link Between Racial Identity and School-Related Behaviors 32. The Trouble with Black Boys: The Impact of Social and Cultural Forces on the Academic Achievement of African American Males 173. And What Will Become of Children Like Miguel Fernández?/Y Qué Pasará Con Jóvenes Como Miguel Fernández? Education, Immigration, and the Future of Latinos in the United States 434. How Listening to Students Can Help Schools to Improve 61Part Two: The Search for Equity 735. Latino Youth: Immigration, Education, and the Future 756. Preventing and Producing Violence: A Critical Analysis of Responses to School Violence 837. Schools, Prisons, and Social Implications of Punishment: Rethinking Disciplinary Practices 1118. Racial Politics and the Elusive Quest for Excellence and Equity in Education 131Part Three: The Schools We Need 1599. Reclaiming the Promise of Public Education With Alan Blankstein 16110. Standards for What? Accountability for Whom? Rethinking Standards-Based Reform in Public Education 17111. Racial Isolation, Poverty, and the Limits of Local Control as a Means for Holding Public Schools Accountable 18912. Transforming Urban Schools Through Investments in Social Capital 217Notes and References 251Epilogue: Joaquin’s Dilemma Revisited 307Index 311Discussion Questions 323

PEDRO A. NOGUERA is a professor at the Steinhardt School of Education at New York University, the executive director of the Metropolitan Center for Urban Education, and the co-director of the Institute for the Study of Globalization and Education in Metropolitan Settings (IGEMS). Noguera received the 2008 Race and Gender Equity Award from the Schott Foundation for Public Education.

• The Author ixIntroduction xiPart One: The Student Experience 11. Joaquin’s Dilemma: Understanding the Link Between Racial Identity and School-Related Behaviors 32. The Trouble with Black Boys: The Impact of Social and Cultural Forces on the Academic Achievement of African American Males 173. And What Will Become of Children Like Miguel Fernández?/Y Qué Pasará Con Jóvenes Como Miguel Fernández? Education, Immigration, and the Future of Latinos in the United States 434. How Listening to Students Can Help Schools to Improve 61Part Two: The Search for Equity 735. Latino Youth: Immigration, Education, and the Future 756. Preventing and Producing Violence: A Critical Analysis of Responses to School Violence 837. Schools, Prisons, and Social Implications of Punishment: Rethinking Disciplinary Practices 1118. Racial Politics and the Elusive Quest for Excellence and Equity in Education 131Part Three: The Schools We Need 1599. Reclaiming the Promise of Public Education With Alan Blankstein 16110. Standards for What? Accountability for Whom? Rethinking Standards-Based Reform in Public Education 17111. Racial Isolation, Poverty, and the Limits of Local Control as a Means for Holding Public Schools Accountable 18912. Transforming Urban Schools Through Investments in Social Capital 217Notes and References 251Epilogue: Joaquin’s Dilemma Revisited 307Index 311Discussion Questions 323