Tag » inequality

• Coincidence or conspiracy? Whiteness, policy and the persistence of the Black/White achievement gap

  1/1/08 - Gillborn, David

  The writer examines the nature of racial inequality in the English educational system by using an approach based on critical race theory. Focusing on the relative accomplishments of white school leavers and their black, African Caribbean peers, he contends that an uneven focus on students receiving free school meals has blurred long-standing inequalities. He also contends that the media increasingly portray whites as race victims, refocusing white people's interests in popular discourse...

• Coincidence or conspiracy? Whiteness, policy and the persistence of the Black/White achievement gap

  1/1/08 - Gillborn, David

  Adopting an approach shaped by critical race theory (CRT) the paper proposes a radical analysis of the nature of race inequality in the English educational system. Focusing on the relative achievements of White school leavers and their Black (African Caribbean) peers, it is argued that long standing Black/White inequalities have been obscured by a disproportionate focus on students in receipt of free school meals (FSMs). Simultaneously the media increasingly present Whites as race victims...

• Dear Zora: A Letter to Zora Neale Hurston 50 Years After Brown

  1/1/05 - Fine, Michelle, Bloom, Janice, Burns, April, Chajet, Lori, Guishard, Monique, Payne, Yasser, Perkins-Munn, Tiffany, Torre, Maria Elena

  This article reports on the extensive qualitative and quantitative findings of a multimethod participatory study designed to assess urban and suburban youths' experiences of racial/class justice or injustice in their schools and throughout the nation. Constructed as a letter to Zora Neale Hurston, who was immediately critical of the Brown decision in 1955, the article lays out the victories of Brown and the ongoing struggles, what we call "six degrees of segregation" that identify systematic...

• Disparities Within: Unequal Spending and Achievement in an Urban School District

  1/1/03 - Condron, Dennis J., Roscigno, Vincent J.

  The debate over whether educational spending shapes achievement has persisted for decades, largely because of methodological and analytical limitations associated with the use of district-level data. In this study, the authors analyzed unique within-district variations in spending and achievement among 89 public elementary schools in a large, North Central, urban district. The analyses reveal considerable disparities in spending within the district, which are linked to local patterns of...

• Disparities Within: Unequal Spending and Achievement in an Urban School District

  1/1/03 - Condron, Dennis J., Roscigno, Vincent J.

  The debate over whether educational spending shapes achievement has persisted for decades, largely because of methodological and analytical limitations associated with the use of district-level data. In this study, the authors analyzed unique within-district variations in spending and achievement among 89 public elementary schools in a large, North Central, urban district. The analyses reveal considerable disparities in spending within the district, which are linked to local patterns of...

• Intractable Self-Fulfilling Prophecies Fifty Years After Brown v. Board of Education

  1/1/04 - Weinstein, Rhona S., Gregory, Anne, Strambler, Michael J.

  The civil rights struggle for equal educational opportunity has yet to be achieved at the start of the 21st century. Inequality persists but problem and remedy are refrained from integrating schools, to ensuring equal access in resegregated settings, to closing the performance gap. As seen through ecological theory (R. S. Weinstein, 2002b), complex, multilayered, and interactive negative self-fulfilling prophecies create or perpetuate educational inequities and unequal outcomes. Society has...

• Intractable Self-Fulfilling Prophecies: Fifty Years After Brown v. Board of Education

  1/1/04 - Weinstein, Rhona S., Gregory, Anne, Strambler, Michael J.

  The civil rights struggle for equal educational opportunity has yet to be achieved at the start of the 21st century. Inequality persists but problem and remedy are reframed-- from integrating schools, to ensuring equal access in resegregated settings, to closing the petformance. gap. As seen through ecological theory (K S. Weinstein, 2002b), complex, multilayered, and interactive negative self-fulfilling prophecies create or perpetuate educational inequities and unequal outcomes. Society has...

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

  1/1/06 - Diamond, John B.

  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...

• Untitled Record

  1/1/03 - Nerad, Julie Cary

  Discusses the calcification of race system into a visual epistemology of racial difference based largely on skin color in the U.S. Incapability of racial identity to reduce the cultural and psychological significance of race; Justification of systemic inequity and violence; Sense of identity based on family, wealth, education and others.

• A "Gap-Gazing" Fetish in Mathematics Education? Problematizing Research on the Achievement Gap

  1/1/08 - Guiterrez, Rochelle

  A substantial amount of research in mathematics education seeks to document disparities in achievement between middle-class White students and students who are Black, Latina/Latino, First Nations, English language learners, or working class. I outline the dangers in maintaining an achievement-gap focus. These dangers include offering little more than a static picture of inequities, supporting deficit thinking and negative narratives about students of color and working-class students...

• A "gap-gazing" fetish in mathematics education? Problematizing research on the achievement gap

  1/1/08 - Gutiérrez, Rochelle

  A substantial amount of research in mathematics education seeks to document disparities in achievement between middle-class White students and students who are Black, Latina/Latino, First Nations, English language learners, or working class. I outline the dangers in maintaining an achievement-gap focus. These dangers include offering little more than a static picture of inequities, supporting deficit thinking and negative narratives about students of color and working-class students...

• A "Gap-Gazing" Fetish In Mathematics Education? Problematizing Research on the Achievement Gap

  1/1/08 - Gutiérrez, Rochelle

  A substantial amount of research in mathematics education seeks to document disparities in achievement between middle-class White students and students who are Black, Latina/Latino, First Nations, English language learners, or working class. I outline the dangers in maintaining an achievement-gap focus. These dangers include offering little more than a static picture of inequities, supporting deficit thinking and negative narratives about students of color and working-class students...

• A Critical Race Analysis of the Achievement Gap in the United States: Politics, Reality, and Hope

  1/1/06 - Taylor, Edward

  Federal educational legislation in the United States has focused increased attention on the racial achievement gap between minority and majority students. The No Child Left Behind (NCLB) legislation has forced high-stakes accountability in public schools, with the assumption that these policies will create performance pressures on schools to improve achievement. Yet, there is considerable evidence that performance pressures alone are unlikely to reverse long-standing racialized policies and...

• Acquisition of simple and complex knowledge: a knowledge gap perspective [computer file]

  1/1/05 - Le Heron, Judy, Sligo, Frank

  This paper assesses university students' acquisition of simple and complex knowledge, in exploring whether the knowledge gap hypothesis (KGH) with its origins in community-based research into people's informal learning from mass media, provides insights into students' acquisition and retention of information. The KGH posits that attempts to equalise knowledge within a community by releasing new information into it often either has no such effect, or even worsens knowledge inequities. The...

• Advocacy as a Critical Role for Urban School Counselors: Working Toward Equity and Social Justice

  1/1/05 - Bemak, Fred, Chung, Rita Chi-Ying

  The academic achievement gap of students of color and low-income students as compared to middle and upper socioeconomic students and White students has been clearly documented. Historically the long-standing role of the school counselor has contributed to the status quo of these inequities, inadvertently maintaining educational and social disparities. This has been reflected in school counselors' training, role or job descriptions, and actual practice. This article explores the need for a...

• Building The Movement To End Educational Inequity

  1/1/08 - Kopp, Wendy

  This article explores the efforts and success of the Teach for America (TFA) program. The author examines the disparities in education and achievement that exist between poor and affluent communities and claims that national policy and practice are not designed to combat the problems poor schools face. The author notes that TFA has shown that when students from poor schools are provided with the opportunities students from affluent communities have, they succeed. The author discusses the...