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What are the features of the school environment that make students'
of color incorporation greater at some schools than at others?
Prudence L. Carter seeks to answer this basic but bedeviling
question through a rich comparative analysis of the organizational
and group dynamics in eight schools located within four cities in
the United States and South Africa-two nations rebounding from
centuries of overt practices of racial and social inequality.
Stubborn Roots provides insight into how school communities can
better incorporate previously disadvantaged groups and engender
equity by addressing socio-cultural contexts and promoting
"cultural flexibility." It also raises important and timely
questions about the social, political, and philosophical purposes
of multiracial schooling that have been greatly ignored by many,
and cautions against narrow approaches to education that merely
focus on test-scores and resources. "Prudence Carter's remarkable book shines a light on the often
invisible patterns that perpetuate educational disparity in both
the United States and South Africa. Stubborn Roots reveals how
racial and ethnic divides are often reinforced, even in supposedly
'integrated' schools and even when many people of good will, try to
eradicate them. Carter's insights illuminate how educators and
schools can address these issues by becoming increasingly attuned
to the socio-cultural worlds in which their students live. This
book paves the way for the changes needed for historically
disadvantaged groups to receive equitable, high-quality
educations."
What are the features of the school environment that make students'
of color incorporation greater at some schools than at others?
Prudence L. Carter seeks to answer this basic but bedeviling
question through a rich comparative analysis of the organizational
and group dynamics in eight schools located within four cities in
the United States and South Africa-two nations rebounding from
centuries of overt practices of racial and social inequality.
Stubborn Roots provides insight into how school communities can
better incorporate previously disadvantaged groups and engender
equity by addressing socio-cultural contexts and promoting
"cultural flexibility." It also raises important and timely
questions about the social, political, and philosophical purposes
of multiracial schooling that have been greatly ignored by many,
and cautions against narrow approaches to education that merely
focus on test-scores and resources. "Prudence Carter's remarkable book shines a light on the often
invisible patterns that perpetuate educational disparity in both
the United States and South Africa. Stubborn Roots reveals how
racial and ethnic divides are often reinforced, even in supposedly
'integrated' schools and even when many people of good will, try to
eradicate them. Carter's insights illuminate how educators and
schools can address these issues by becoming increasingly attuned
to the socio-cultural worlds in which their students live. This
book paves the way for the changes needed for historically
disadvantaged groups to receive equitable, high-quality
educations."
While the achievement gap has dominated policy discussions over the past two decades, relatively little attention has been paid to a gap that is even more at odds with American ideals: the opportunity gap. Opportunity and achievement, while inextricably connected, are very different goals. Every American will not go to college, but every American should be given fair opportunities to be prepared for college. By obsessively focusing on measuring achievement, the nation's policymakers have made little progress in measuring or addressing inequitable opportunities. Policy therefore fails to engage with the challenges, supports, and resources that lead to improvements in student learning. The achievement gap has not arisen by coincidence; children learn when they have opportunities to learn, and gaps in opportunities have led to gaps in achievement. Moreover, students' learning experiences and outcomes are deeply affected by many factors outside of the immediate control of schools. Closing the Opportunity Gap brings together top experts who offer evidence-based essays that paint a powerful picture of denied opportunities. They also describe sensible, research-based policy approaches to enhance opportunities. They highlight the discrepancies that exist in our society and in our public schools, focusing on how policy decisions and broader circumstances conspire to create the opportunity gap that leads inexorably to the outcome differences that have become so stark. The volume makes a compelling case that American educational policy must move beyond the conventional focus on achievement and opens a discussion about the common sense ways schools can and should give all American children more equitable opportunities to thrive.
While the achievement gap has dominated policy discussions over the past two decades, relatively little attention has been paid to a gap that is even more at odds with American ideals: the opportunity gap. Opportunity and achievement, while inextricably connected, are very different goals. Every American will not go to college, but every American should be given fair opportunities to be prepared for college. By obsessively focusing on measuring achievement, the nation's policymakers have made little progress in measuring or addressing inequitable opportunities. Policy therefore fails to engage with the challenges, supports, and resources that lead to improvements in student learning. The achievement gap has not arisen by coincidence; children learn when they have opportunities to learn, and gaps in opportunities have led to gaps in achievement. Moreover, students' learning experiences and outcomes are deeply affected by many factors outside of the immediate control of schools. Closing the Opportunity Gap brings together top experts who offer evidence-based essays that paint a powerful picture of denied opportunities. They also describe sensible, research-based policy approaches to enhance opportunities. They highlight the discrepancies that exist in our society and in our public schools, focusing on how policy decisions and broader circumstances conspire to create the opportunity gap that leads inexorably to the outcome differences that have become so stark. The volume makes a compelling case that American educational policy must move beyond the conventional focus on achievement and opens a discussion about the common sense ways schools can and should give all American children more equitable opportunities to thrive.
How can we help African American and Latino students perform better in the classroom and on exams? In Keepin' It Real: School Success Beyond Black and White, Prudence Carter argues that what is needed is a broader recognition of the unique cultural styles and practices that non-white students bring to the classroom. Based on extensive interviews and surveys of students in New York, she demonstrates that the most successful negotiators of our school systems are the multicultural navigators, culturally savvy teens who draw from multiple traditions, whether it be knowledge of hip hop or of classical music, to achieve their high ambitions.
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