Despite the best intentions: how racial inequality thrives in good schools
Saved in:
| Main Author: | |
|---|---|
| Format: | Electronic eBook |
| Language: | English |
| Published: |
Oxford
Oxford University Press
[2015]
|
| Series: | Transgressing boundaries
|
| Subjects: | |
| Item Description: | Online resource; title from PDF title page (EBSCO, viewed July 23, 2015) |
| Physical Description: | 1 online resource |
| ISBN: | 9780199711536 0199711534 |
Staff View
MARC
| LEADER | 00000nmm a2200000zc 4500 | ||
|---|---|---|---|
| 001 | BV044359559 | ||
| 003 | DE-604 | ||
| 005 | 00000000000000.0 | ||
| 007 | cr|uuu---uuuuu | ||
| 008 | 170620s2015 |||| o||u| ||||||eng d | ||
| 020 | |a 9780199711536 |9 978-0-19-971153-6 | ||
| 020 | |a 0199711534 |9 0-19-971153-4 | ||
| 035 | |a (ZDB-4-NLEBK)ocn914255678 | ||
| 035 | |a (OCoLC)914255678 | ||
| 035 | |a (DE-599)BVBBV044359559 | ||
| 040 | |a DE-604 |b ger |e rda | ||
| 041 | 0 | |a eng | |
| 082 | 0 | |a 379.2/60973 |2 23 | |
| 100 | 1 | |a Lewis, Amanda E. |d 1970- |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Despite the best intentions |b how racial inequality thrives in good schools |c Amanda E. Lewis and John B. Diamond |
| 264 | 1 | |a Oxford |b Oxford University Press |c [2015] | |
| 264 | 4 | |c © 2015 | |
| 300 | |a 1 online resource | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b c |2 rdamedia | ||
| 338 | |b cr |2 rdacarrier | ||
| 490 | 0 | |a Transgressing boundaries | |
| 500 | |a Online resource; title from PDF title page (EBSCO, viewed July 23, 2015) | ||
| 505 | 8 | |a Introduction -- Race, oppositional culture, and school outcomes : are we barking up the wrong tree? -- The road to detention is paved with good intentions : race and discipline at Riverview -- "It's like two high schools" : race, tracking, and performance expectations -- Opportunity hoarding : creating and maintaining racial advantage -- Conclusion -- Appendix: Short summary of research methods | |
| 505 | 8 | |a On the surface, Riverview High School looks like the post-racial ideal. Serving an enviably affluent and diverse district, the school is well-funded, its teachers are well-trained, and many of its students are high-achieving. Yet Riverview has not escaped the same question that plagues schools throughout America: why is it that even when all of the circumstances seem right, black and Latina/o students continue to lag behind their peers? The authors present their study of how the racial achievement gap continues to afflict American schools more than fifty years after the formal dismantling of segregation. Their book addresses both the knotty problem of academic disparities and the larger question of the color line in American society | |
| 505 | 8 | |a "On the surface, Riverview High School looks like the post-racial ideal. Serving an enviably affluent, diverse, and liberal district, the school is well-funded, its teachers are well-trained, and many of its students are high-achieving. Yet Riverview has not escaped the same unrelenting question that plagues schools throughout America: why is it that even when all of the circumstances seem right, black and Latina/o students continue to lag behind their peers? Through five years' worth of interviews and data-gathering at Riverview, Amanda Lewis and John Diamond have created a powerful and illuminating study of how the racial achievement gap continues to afflict American schools more than fifty years after the formal dismantling of segregation. | |
| 505 | 8 | |a As students progress from elementary school to middle school to high school, their level of academic achievement increasingly tracks along racial lines, with white and Asian students maintaining higher GPAs and standardized testing scores, taking more advanced classes, and attaining better college admission results than their black and Latina/o counterparts. Most research to date has focused on the role of poverty, family stability, and other external influences in explaining poor performance at school, especially in urban contexts. Diamond and Lewis instead situate their research in a suburban school, and look at what factors within the school itself could be causing the disparity. Most crucially, they challenge many common explanations of the "racial achievement gap," exploring what race actually means in this situation, and how it matters. Diamond and Lewis' research brings clarity and data into a debate that is too often dominated by stereotyping, race-baiting, and demagoguery. | |
| 505 | 8 | |a An in-depth study with far-reaching consequences, Despite the Best Intentions revolutionizes our understanding of both the knotty problem of academic disparities and the larger question of the color line in American society."--Publisher's description | |
| 650 | 7 | |a EDUCATION / Administration / General |2 bisacsh | |
| 650 | 7 | |a EDUCATION / Educational Policy & Reform / General |2 bisacsh | |
| 650 | 7 | |a Discrimination in education |2 fast | |
| 650 | 7 | |a Educational equalization |2 fast | |
| 650 | 7 | |a Racism in education |2 fast | |
| 650 | 4 | |a Discrimination in education |z United States |a Racism in education |z United States |a Educational equalization |z United States | |
| 651 | 4 | |a USA | |
| 700 | 1 | |a Diamond, John B. |e Sonstige |4 oth | |
| 776 | 0 | 8 | |i Erscheint auch als |n Druck-Ausgabe |
| 912 | |a ZDB-4-NLEBK | ||
| 999 | |a oai:aleph.bib-bvb.de:BVB01-029762190 | ||
Record in the Search Index
| _version_ | 1804177606332907520 |
|---|---|
| any_adam_object | |
| author | Lewis, Amanda E. 1970- |
| author_facet | Lewis, Amanda E. 1970- |
| author_role | aut |
| author_sort | Lewis, Amanda E. 1970- |
| author_variant | a e l ae ael |
| building | Verbundindex |
| bvnumber | BV044359559 |
| collection | ZDB-4-NLEBK |
| contents | Introduction -- Race, oppositional culture, and school outcomes : are we barking up the wrong tree? -- The road to detention is paved with good intentions : race and discipline at Riverview -- "It's like two high schools" : race, tracking, and performance expectations -- Opportunity hoarding : creating and maintaining racial advantage -- Conclusion -- Appendix: Short summary of research methods On the surface, Riverview High School looks like the post-racial ideal. Serving an enviably affluent and diverse district, the school is well-funded, its teachers are well-trained, and many of its students are high-achieving. Yet Riverview has not escaped the same question that plagues schools throughout America: why is it that even when all of the circumstances seem right, black and Latina/o students continue to lag behind their peers? The authors present their study of how the racial achievement gap continues to afflict American schools more than fifty years after the formal dismantling of segregation. Their book addresses both the knotty problem of academic disparities and the larger question of the color line in American society "On the surface, Riverview High School looks like the post-racial ideal. Serving an enviably affluent, diverse, and liberal district, the school is well-funded, its teachers are well-trained, and many of its students are high-achieving. Yet Riverview has not escaped the same unrelenting question that plagues schools throughout America: why is it that even when all of the circumstances seem right, black and Latina/o students continue to lag behind their peers? Through five years' worth of interviews and data-gathering at Riverview, Amanda Lewis and John Diamond have created a powerful and illuminating study of how the racial achievement gap continues to afflict American schools more than fifty years after the formal dismantling of segregation. As students progress from elementary school to middle school to high school, their level of academic achievement increasingly tracks along racial lines, with white and Asian students maintaining higher GPAs and standardized testing scores, taking more advanced classes, and attaining better college admission results than their black and Latina/o counterparts. Most research to date has focused on the role of poverty, family stability, and other external influences in explaining poor performance at school, especially in urban contexts. Diamond and Lewis instead situate their research in a suburban school, and look at what factors within the school itself could be causing the disparity. Most crucially, they challenge many common explanations of the "racial achievement gap," exploring what race actually means in this situation, and how it matters. Diamond and Lewis' research brings clarity and data into a debate that is too often dominated by stereotyping, race-baiting, and demagoguery. An in-depth study with far-reaching consequences, Despite the Best Intentions revolutionizes our understanding of both the knotty problem of academic disparities and the larger question of the color line in American society."--Publisher's description |
| ctrlnum | (ZDB-4-NLEBK)ocn914255678 (OCoLC)914255678 (DE-599)BVBBV044359559 |
| dewey-full | 379.2/60973 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 379 - Public policy issues in education |
| dewey-raw | 379.2/60973 |
| dewey-search | 379.2/60973 |
| dewey-sort | 3379.2 560973 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>04822nmm a2200493zc 4500</leader><controlfield tag="001">BV044359559</controlfield><controlfield tag="003">DE-604</controlfield><controlfield tag="005">00000000000000.0</controlfield><controlfield tag="007">cr|uuu---uuuuu</controlfield><controlfield tag="008">170620s2015 |||| o||u| ||||||eng d</controlfield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9780199711536</subfield><subfield code="9">978-0-19-971153-6</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">0199711534</subfield><subfield code="9">0-19-971153-4</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(ZDB-4-NLEBK)ocn914255678</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)914255678</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)BVBBV044359559</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-604</subfield><subfield code="b">ger</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2=" "><subfield code="a">379.2/60973</subfield><subfield code="2">23</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Lewis, Amanda E.</subfield><subfield code="d">1970-</subfield><subfield code="e">Verfasser</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Despite the best intentions</subfield><subfield code="b">how racial inequality thrives in good schools</subfield><subfield code="c">Amanda E. Lewis and John B. Diamond</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Oxford</subfield><subfield code="b">Oxford University Press</subfield><subfield code="c">[2015]</subfield></datafield><datafield tag="264" ind1=" " ind2="4"><subfield code="c">© 2015</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="490" ind1="0" ind2=" "><subfield code="a">Transgressing boundaries</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">Online resource; title from PDF title page (EBSCO, viewed July 23, 2015)</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Introduction -- Race, oppositional culture, and school outcomes : are we barking up the wrong tree? -- The road to detention is paved with good intentions : race and discipline at Riverview -- "It's like two high schools" : race, tracking, and performance expectations -- Opportunity hoarding : creating and maintaining racial advantage -- Conclusion -- Appendix: Short summary of research methods</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">On the surface, Riverview High School looks like the post-racial ideal. Serving an enviably affluent and diverse district, the school is well-funded, its teachers are well-trained, and many of its students are high-achieving. Yet Riverview has not escaped the same question that plagues schools throughout America: why is it that even when all of the circumstances seem right, black and Latina/o students continue to lag behind their peers? The authors present their study of how the racial achievement gap continues to afflict American schools more than fifty years after the formal dismantling of segregation. Their book addresses both the knotty problem of academic disparities and the larger question of the color line in American society</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">"On the surface, Riverview High School looks like the post-racial ideal. Serving an enviably affluent, diverse, and liberal district, the school is well-funded, its teachers are well-trained, and many of its students are high-achieving. Yet Riverview has not escaped the same unrelenting question that plagues schools throughout America: why is it that even when all of the circumstances seem right, black and Latina/o students continue to lag behind their peers? Through five years' worth of interviews and data-gathering at Riverview, Amanda Lewis and John Diamond have created a powerful and illuminating study of how the racial achievement gap continues to afflict American schools more than fifty years after the formal dismantling of segregation. </subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">As students progress from elementary school to middle school to high school, their level of academic achievement increasingly tracks along racial lines, with white and Asian students maintaining higher GPAs and standardized testing scores, taking more advanced classes, and attaining better college admission results than their black and Latina/o counterparts. Most research to date has focused on the role of poverty, family stability, and other external influences in explaining poor performance at school, especially in urban contexts. Diamond and Lewis instead situate their research in a suburban school, and look at what factors within the school itself could be causing the disparity. Most crucially, they challenge many common explanations of the "racial achievement gap," exploring what race actually means in this situation, and how it matters. Diamond and Lewis' research brings clarity and data into a debate that is too often dominated by stereotyping, race-baiting, and demagoguery. </subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">An in-depth study with far-reaching consequences, Despite the Best Intentions revolutionizes our understanding of both the knotty problem of academic disparities and the larger question of the color line in American society."--Publisher's description</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">EDUCATION / Administration / General</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">EDUCATION / Educational Policy & Reform / General</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Discrimination in education</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Educational equalization</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Racism in education</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Discrimination in education</subfield><subfield code="z">United States</subfield><subfield code="a">Racism in education</subfield><subfield code="z">United States</subfield><subfield code="a">Educational equalization</subfield><subfield code="z">United States</subfield></datafield><datafield tag="651" ind1=" " ind2="4"><subfield code="a">USA</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Diamond, John B.</subfield><subfield code="e">Sonstige</subfield><subfield code="4">oth</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Erscheint auch als</subfield><subfield code="n">Druck-Ausgabe</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-4-NLEBK</subfield></datafield><datafield tag="999" ind1=" " ind2=" "><subfield code="a">oai:aleph.bib-bvb.de:BVB01-029762190</subfield></datafield></record></collection> |
| geographic | USA |
| geographic_facet | USA |
| id | DE-604.BV044359559 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-10T07:50:45Z |
| institution | BVB |
| isbn | 9780199711536 0199711534 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-029762190 |
| oclc_num | 914255678 |
| open_access_boolean | |
| physical | 1 online resource |
| psigel | ZDB-4-NLEBK |
| publishDate | 2015 |
| publishDateSearch | 2015 |
| publishDateSort | 2015 |
| publisher | Oxford University Press |
| record_format | marc |
| series2 | Transgressing boundaries |
| spelling | Lewis, Amanda E. 1970- Verfasser aut Despite the best intentions how racial inequality thrives in good schools Amanda E. Lewis and John B. Diamond Oxford Oxford University Press [2015] © 2015 1 online resource txt rdacontent c rdamedia cr rdacarrier Transgressing boundaries Online resource; title from PDF title page (EBSCO, viewed July 23, 2015) Introduction -- Race, oppositional culture, and school outcomes : are we barking up the wrong tree? -- The road to detention is paved with good intentions : race and discipline at Riverview -- "It's like two high schools" : race, tracking, and performance expectations -- Opportunity hoarding : creating and maintaining racial advantage -- Conclusion -- Appendix: Short summary of research methods On the surface, Riverview High School looks like the post-racial ideal. Serving an enviably affluent and diverse district, the school is well-funded, its teachers are well-trained, and many of its students are high-achieving. Yet Riverview has not escaped the same question that plagues schools throughout America: why is it that even when all of the circumstances seem right, black and Latina/o students continue to lag behind their peers? The authors present their study of how the racial achievement gap continues to afflict American schools more than fifty years after the formal dismantling of segregation. Their book addresses both the knotty problem of academic disparities and the larger question of the color line in American society "On the surface, Riverview High School looks like the post-racial ideal. Serving an enviably affluent, diverse, and liberal district, the school is well-funded, its teachers are well-trained, and many of its students are high-achieving. Yet Riverview has not escaped the same unrelenting question that plagues schools throughout America: why is it that even when all of the circumstances seem right, black and Latina/o students continue to lag behind their peers? Through five years' worth of interviews and data-gathering at Riverview, Amanda Lewis and John Diamond have created a powerful and illuminating study of how the racial achievement gap continues to afflict American schools more than fifty years after the formal dismantling of segregation. As students progress from elementary school to middle school to high school, their level of academic achievement increasingly tracks along racial lines, with white and Asian students maintaining higher GPAs and standardized testing scores, taking more advanced classes, and attaining better college admission results than their black and Latina/o counterparts. Most research to date has focused on the role of poverty, family stability, and other external influences in explaining poor performance at school, especially in urban contexts. Diamond and Lewis instead situate their research in a suburban school, and look at what factors within the school itself could be causing the disparity. Most crucially, they challenge many common explanations of the "racial achievement gap," exploring what race actually means in this situation, and how it matters. Diamond and Lewis' research brings clarity and data into a debate that is too often dominated by stereotyping, race-baiting, and demagoguery. An in-depth study with far-reaching consequences, Despite the Best Intentions revolutionizes our understanding of both the knotty problem of academic disparities and the larger question of the color line in American society."--Publisher's description EDUCATION / Administration / General bisacsh EDUCATION / Educational Policy & Reform / General bisacsh Discrimination in education fast Educational equalization fast Racism in education fast Discrimination in education United States Racism in education United States Educational equalization United States USA Diamond, John B. Sonstige oth Erscheint auch als Druck-Ausgabe |
| spellingShingle | Lewis, Amanda E. 1970- Despite the best intentions how racial inequality thrives in good schools Introduction -- Race, oppositional culture, and school outcomes : are we barking up the wrong tree? -- The road to detention is paved with good intentions : race and discipline at Riverview -- "It's like two high schools" : race, tracking, and performance expectations -- Opportunity hoarding : creating and maintaining racial advantage -- Conclusion -- Appendix: Short summary of research methods On the surface, Riverview High School looks like the post-racial ideal. Serving an enviably affluent and diverse district, the school is well-funded, its teachers are well-trained, and many of its students are high-achieving. Yet Riverview has not escaped the same question that plagues schools throughout America: why is it that even when all of the circumstances seem right, black and Latina/o students continue to lag behind their peers? The authors present their study of how the racial achievement gap continues to afflict American schools more than fifty years after the formal dismantling of segregation. Their book addresses both the knotty problem of academic disparities and the larger question of the color line in American society "On the surface, Riverview High School looks like the post-racial ideal. Serving an enviably affluent, diverse, and liberal district, the school is well-funded, its teachers are well-trained, and many of its students are high-achieving. Yet Riverview has not escaped the same unrelenting question that plagues schools throughout America: why is it that even when all of the circumstances seem right, black and Latina/o students continue to lag behind their peers? Through five years' worth of interviews and data-gathering at Riverview, Amanda Lewis and John Diamond have created a powerful and illuminating study of how the racial achievement gap continues to afflict American schools more than fifty years after the formal dismantling of segregation. As students progress from elementary school to middle school to high school, their level of academic achievement increasingly tracks along racial lines, with white and Asian students maintaining higher GPAs and standardized testing scores, taking more advanced classes, and attaining better college admission results than their black and Latina/o counterparts. Most research to date has focused on the role of poverty, family stability, and other external influences in explaining poor performance at school, especially in urban contexts. Diamond and Lewis instead situate their research in a suburban school, and look at what factors within the school itself could be causing the disparity. Most crucially, they challenge many common explanations of the "racial achievement gap," exploring what race actually means in this situation, and how it matters. Diamond and Lewis' research brings clarity and data into a debate that is too often dominated by stereotyping, race-baiting, and demagoguery. An in-depth study with far-reaching consequences, Despite the Best Intentions revolutionizes our understanding of both the knotty problem of academic disparities and the larger question of the color line in American society."--Publisher's description EDUCATION / Administration / General bisacsh EDUCATION / Educational Policy & Reform / General bisacsh Discrimination in education fast Educational equalization fast Racism in education fast Discrimination in education United States Racism in education United States Educational equalization United States |
| title | Despite the best intentions how racial inequality thrives in good schools |
| title_auth | Despite the best intentions how racial inequality thrives in good schools |
| title_exact_search | Despite the best intentions how racial inequality thrives in good schools |
| title_full | Despite the best intentions how racial inequality thrives in good schools Amanda E. Lewis and John B. Diamond |
| title_fullStr | Despite the best intentions how racial inequality thrives in good schools Amanda E. Lewis and John B. Diamond |
| title_full_unstemmed | Despite the best intentions how racial inequality thrives in good schools Amanda E. Lewis and John B. Diamond |
| title_short | Despite the best intentions |
| title_sort | despite the best intentions how racial inequality thrives in good schools |
| title_sub | how racial inequality thrives in good schools |
| topic | EDUCATION / Administration / General bisacsh EDUCATION / Educational Policy & Reform / General bisacsh Discrimination in education fast Educational equalization fast Racism in education fast Discrimination in education United States Racism in education United States Educational equalization United States |
| topic_facet | EDUCATION / Administration / General EDUCATION / Educational Policy & Reform / General Discrimination in education Educational equalization Racism in education Discrimination in education United States Racism in education United States Educational equalization United States USA |
| work_keys_str_mv | AT lewisamandae despitethebestintentionshowracialinequalitythrivesingoodschools AT diamondjohnb despitethebestintentionshowracialinequalitythrivesingoodschools |