Abstract
Many urban Catholic high schools pride themselves as developing our students in a holistic way. In these schools, educators are able to develop and support their students in both a moral and an academic sense. This belief in educating the whole child is appealing to many families, especially those in our most underserved urban contexts. Families in these urban contexts look toward Catholic high schools as offering the necessary holistic support and guidance needed to achieve academic, collegiate, and moral success and stability. As co-developers of a newly launched Academic Resource Center within one urban Catholic high school setting, however, we recognize that while our education may appear holistic in nature and philosophy, oftentimes our understandings of student ability and literacy behaviors may be radically underdeveloped.
DOI
10.15365/joce.2002102017
First Page
208
Last Page
214
Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.
Recommended Citation
Palomino-Bach, M., & Fisher, J. (2017). The Case for a Socio-Cultural Approach to Literacy and Student Support Services. Journal of Catholic Education. https://doi.org/10.15365/joce.2002102017
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