Today the achievement gap is hotly debated among pundits,
politicians, and educators. In particular this conversation often
focuses on the two fastest-growing demographic groups in the United
States: Asian Americans and Latinos. In "Academic Profiling," Gilda
L. Ochoa addresses this so-called gap by going directly to the
source. At one California public high school where the controversy
is lived every day, Ochoa turns to the students, teachers, and
parents to learn about the very real disparities--in opportunity,
status, treatment, and assumptions--that lead to more than just
gaps in achievement.
In candid and at times heart-wrenching detail, the students tell
stories of encouragement and neglect on their paths to graduation.
Separated by unequal middle schools and curriculum tracking, they
are divided by race, class, and gender. While those channeled into
an International Baccalaureate Program boast about Socratic classes
and stress-release sessions, students left out of such programs
commonly describe uninspired teaching and inaccessible counseling.
Students unequally labeled encounter differential policing and
assumptions based on their abilities--disparities compounded by the
growth in the private tutoring industry that favors the already
economically privileged.
Despite the entrenched inequality in today's schools, "Academic
Profiling" finds hope in the many ways students and teachers are
affirming identities, creating alternative spaces, and fostering
critical consciousness. When Ochoa shares the results of her
research with the high school, we see the new possibilities--and
limits--of change.
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