Guided by results from their national study of teachers with records of success in educating one of our nation's most underserved populations, Wood and Harris thoughtfully articulate strategies for effectively educating boys and young men of color. Their work provides compelling rationale for revised and enhanced teaching approaches that account for external pressures, racial and gender identities, stereotypes, and cultural factors that necessitate unique pedagogical practices. Educators who teach boys of color will benefit from this volume.
