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Ready, Willing, and Able: A Developmental Approach to College Access and Success
ISBN-13:
9781612501338
ISBN-10:
1612501338
Author:
Mandy Savitz-Romer, Suzanne Bouffard
Publication date:
2012
Publisher:
Harvard Education Press
Format:
Library Binding
248 pages
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Book details
ISBN-13:
9781612501338
ISBN-10:
1612501338
Author:
Mandy Savitz-Romer, Suzanne Bouffard
Publication date:
2012
Publisher:
Harvard Education Press
Format:
Library Binding
248 pages
Summary
Ready, Willing, and Able: A Developmental Approach to College Access and Success (ISBN-13: 9781612501338 and ISBN-10: 1612501338), written by authors
Mandy Savitz-Romer, Suzanne Bouffard, was published by Harvard Education Press in 2012.
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Description
How can an understanding of adolescent development inform strategies and practices for supporting first-generation college goers? In Ready, Willing, and Able, Mandy Savitz-Romer and Suzanne Bouffard focus on the developmental tasks and competencies that young people need to develop in order to plan for and succeed in higher education. These include identity development, articulating aspirations and expectations, forming and maintaining strong peer and adult relationships, motivation and goal-setting, and self-regulatory skills, such as planning. The authors challenge the predominant approach of giving young people information and leaving it to them to figure out how to apply it. They show how well-intended college-access efforts can miss the mark—for instance, by focusing on students who already see themselves as college material, rather than working to help all students develop a “college-going identity.” In addition, most college-access programs and practices focus almost exclusively on providing academic preparation and financial support. In Ready, Willing, and Able, Savitz-Romer and Bouffard call for a new approach: one that emphasizes the key developmental tasks and processes of adolescence and integrates them into existing college-access practices in meaningful ways. Rather than treating young people as passive recipients of services, they argue, adults can engage them as active agents in the construction of their own futures.
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