Empowering Minority Students: A Framework for Intervention
Abstract
Jim Cummins presents a theoretical framework for analyzing minority students' school failure and the relative lack of success of previous attempts at educational reform, such as compensatory education and bilingual education. The author suggests that these attempts have been unsuccessful because they have not altered significantly the relationships between educators and minority students and between schools and minority communities. He offers ways in which educators can change these relationships, thereby promoting the empowerment of students which can lead them to succeed in school.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Cites
Linguistic Interdependence and the Educational Development of Bilingual Children
Cummins, J. (1979) · Review of Educational Research · doi:10.2307/1169960 · Cited by 3,318 · see citing works
Self-citation
Flagged first, then by citations
Cited by
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Neuman, S. B., & Koskinen, P. (1992) · Reading Research Quarterly · doi:10.2307/747835 · Cited by 362 · see citing works
The Cognitive Academic Language Learning Approach: A Model for Linguistically Diverse Classrooms
Chamot, A. U., & O'Malley, J. M. (1996) · The Elementary School Journal · doi:10.1086/461827 · Cited by 177 · see citing works
Teaching minoritized students: Are additive approaches legitimate?
Cummins, J. (2017) · Harvard Educational Review · doi:10.17763/1943-5045-87.3.404 · Cited by 153 · see citing works
Self-citationThe Chicano Educational Experience: A Framework for Effective Schools in Chicano Communities
Solórzano, D. G., & Solórzano, R. W. (1995) · Educational Policy · doi:10.1177/0895904895009003005 · Cited by 98 · see citing works
English Language Learners in Canadian Schools: Emerging Directions for School-Based Policies
Cummins, J., Mirza, R., & Stille, S. (2012) · TESL Canada Journal · doi:10.18806/tesl.v29i0.1121 · Cited by 61 · see citing works
“…mid-1980s, my perspective on the achievement of minority group students expanded beyond considerations related to bilingual development and the nature of language proficiency to incorporate issues related to societal power relations and teacher-student identity negotiation (Cummins, 1986, 2001).”
BackgroundSelf-citationMeasuring funds of knowledge: Contributions to Latina/o students’ academic and nonacademic outcomes
Rios-Aguilar, C. (2010) · Teachers College Record: The Voice of Scholarship in Education · doi:10.1177/016146811011200805 · Cited by 59 · see citing works
- Authors
- Cummins, J.
- Affiliations
- University of Toronto (CA)
- Corresponding author
- Cummins, Jim
- ORCID
- Cummins, Jim
- Venue
- Harvard Educational Review
- Publisher
- Harvard Education Publishing Group
- Published
- 1986-04-01
- Volume
- 56
- Issue
- 1
- Pages
- 18-37
- ISSN
- 0017-8055 (ISSN-L)
- 1943-5045
- OpenAlex
- W2126101828
- Cited by
- 1,491
- References
- 1
- Citations by year
- 2025: 13 · 2024: 11 · 2023: 18 · 2022: 25 · 2021: 31 · 2020: 36 · 2019: 44 · 2018: 43 · 2017: 36 · 2016: 63 · 2015: 53 · 2014: 49 · 2013: 67 · 2012: 52
- FWCI
- 142.25
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Harvard Educational Review (publishedVersion)
- Topics
- Social Sciences › Sociology and Political Science › Critical Race Theory in Education
- Social Sciences › Linguistics and Language › Multilingual Education and Policy
- Social Sciences › Education › Parental Involvement in Education
- Keywords
- minority students, school failure, student empowerment, compensatory education, bilingual education, educational reform, teacher-student relationship, school-community relations, educational intervention
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