Blueprint For Action Theory

One way to develop a culture of a college-going with intentions of serving to sustain and engrain imperative knowledge, skills, behaviors, and structural supports is to engage family members and the community (Saenz and Ponjuan, 2011). Toldson and Crowell (2012) have extensively researched the theory that African Americans likely hold a collectivist orientation, in which said communities likely disclose more readily when they have a connection and relationship with the caregiver. African Americans tend to elevate family, and personal difficulties are solved through meaningful exchanges within the extended family. The ‘brotherhood/sisterhood’ concept can be used to empower and uplift young men of color. According to Bell (2010), families …show more content…
There are several pre-college level programs that, if not entirely proven yet, seem quite promising given initial evidence. Blueprint for Action seeks to assist communities and educational leaders in improving the success of Latino male students (Saenz and Ponjuan, 2011). The blueprint summarizes critical elements that can help to develop a focused strategy in order to increase overall success. The program seeks to emphasize importance of thoughtful and intentional planning and infrastructure development. The blueprint is divided into three categories: purpose, action, and critical steps. Each section guides leaders to initiate policy and programmatic discussions within their community.
Fathers Active in Communities and Education is a program that supports Latino fathers. By actively encouraging Latino fathers to engage with their middle and high school children, the program reinforces the importance of a college education (Saenz and Ponjuan, 2011). The program offers a commitment to emotional and informational support. Along with group support, there are also activities such as college planning …show more content…
Nonguera (2013) negates that claims that brain research evidence shows that boys learn differently from girls and that separation on the basis of sex would support and enhance their educational needs. Nonguera stated that none of single-sex school advocates’ claims about innate learning differences have been supported by neuroscience. Additionally, the types of teaching strategies that constitute “best practices” for boys are also unsupported by scientific evidence. The absence of definitive research indicates there is an applied research agenda that may be able to shed some light on whether single-sex schools are indeed the best way to improve the educational attainment and social mobility of young men of