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Journal Article: Still Separate and Unequal: Examining Race, Opportunity, and School Achievement in "Integrated" Suburbs

Journal Article » Still Separate and Unequal: Examining Race, Opportunity, and School Achievement in "Integrated" Suburbs

Categories

SUBURBS, CITIES & towns -- Growth, CITY planning, METROPOLITAN areas, EDUCATIONAL equalization, ACADEMIC achievement, EDUCATIONAL attainment, DEMOGRAPHIC characteristics, EDUCATION, SCHOOL districts

Authors

Diamond, John B.

Published

2006, Summer2006

Abstract

Recent research examines the Black/White achievement gap in integrated, affluent suburban schools. This gap is particularly vexing more than 50 years after the Brown v. Board of Education (1954) decision emphasized creating educational equity through school desegregation. Drawing on a case study of one suburban school district, this article details the structural, institutional, and symbolic inequalities that characterize such settings and contribute to educational inequality. The case reveals that, even in ostensibly integrated suburbs, Black and White students navigate a racialized educational terrain that provides cumulative advantages for Whites and disadvantages for Blacks. Implications for the future of race and educational achievement are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Negro Education is the property of Howard University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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