Achieving Equal Educational Opportunity for Students of Color
Disrupting Structural Racism—An American Imperative
Seiten
2024
Teachers' College Press (Verlag)
978-0-8077-8636-9 (ISBN)
Teachers' College Press (Verlag)
978-0-8077-8636-9 (ISBN)
- Lieferbar (Termin unbekannt)
- Versandkostenfrei
- Auch auf Rechnung
- Artikel merken
The most comprehensive, theory-based analysis to date on how society and schools are structurally organized and maintained to impede the optimal academic achievement of low-SES, marginalized K-12 Black and Latino/Latina students--compared to their privileged White counterparts.
Valencia presents the most comprehensive, theory-based analysis to date on how society and schools are structurally organized and maintained to impede the optimal academic achievement of low-SES, marginalized K–12 Black and Latino/Latina students—compared to their privileged White counterparts. The book interrogates how society contributes to educational inequality as seen in racialized patterns in income, wealth, housing, and health, and how public schools create significant obstacles for students of color as observed in reduced access to opportunities (e.g., little access to high-status curricula knowledge). Valencia offers suggestions for achieving equal education (e.g., implementing fairness of school funding, improving teacher quality, and providing students of color access to multicultural education) by disrupting structural racism. Considering the rapid aging of the White population and the sharp decline of White youth—coupled with the explosive population growth of people of color—this book argues that the “American Imperative” must be to assiduously mount an effort to provide an excellent education for students of color, upon whom the nation will depend for a sizable proportion of its work force.
Book Features:
Examines how society and schools are failing Black and Latino/Latina students, principally Mexican Americans who are by far the largest Latino/Latina group.
Uses theoretical frameworks that draw from analysis of structural inequality, critical race theory, anti-deficit thinking narratives, class-by-race covariation, and an asset-based perspective of students of color.
Discusses the “American Imperative” and the personal and economic consequences of not investing in students of color.
Valencia presents the most comprehensive, theory-based analysis to date on how society and schools are structurally organized and maintained to impede the optimal academic achievement of low-SES, marginalized K–12 Black and Latino/Latina students—compared to their privileged White counterparts. The book interrogates how society contributes to educational inequality as seen in racialized patterns in income, wealth, housing, and health, and how public schools create significant obstacles for students of color as observed in reduced access to opportunities (e.g., little access to high-status curricula knowledge). Valencia offers suggestions for achieving equal education (e.g., implementing fairness of school funding, improving teacher quality, and providing students of color access to multicultural education) by disrupting structural racism. Considering the rapid aging of the White population and the sharp decline of White youth—coupled with the explosive population growth of people of color—this book argues that the “American Imperative” must be to assiduously mount an effort to provide an excellent education for students of color, upon whom the nation will depend for a sizable proportion of its work force.
Book Features:
Examines how society and schools are failing Black and Latino/Latina students, principally Mexican Americans who are by far the largest Latino/Latina group.
Uses theoretical frameworks that draw from analysis of structural inequality, critical race theory, anti-deficit thinking narratives, class-by-race covariation, and an asset-based perspective of students of color.
Discusses the “American Imperative” and the personal and economic consequences of not investing in students of color.
Richard R. Valencia, a professor emeritus of educational psychology at The University of Texas at Austin, is a recognized national and international specialist on race and education.
| Erscheinungsdatum | 30.08.2024 |
|---|---|
| Reihe/Serie | Multicultural Education Series |
| Mitarbeit |
Herausgeber (Serie): James A. Banks |
| Verlagsort | New York |
| Sprache | englisch |
| Maße | 156 x 229 mm |
| Gewicht | 476 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Allgemeines / Lexika |
| Sozialwissenschaften ► Pädagogik ► Bildungstheorie | |
| Sozialwissenschaften ► Soziologie | |
| ISBN-10 | 0-8077-8636-5 / 0807786365 |
| ISBN-13 | 978-0-8077-8636-9 / 9780807786369 |
| Zustand | Neuware |
| Haben Sie eine Frage zum Produkt? |
Mehr entdecken
aus dem Bereich
aus dem Bereich
Eine neues Menschsein für die Welt von morgen
Buch | Softcover (2023)
Vahlen (Verlag)
CHF 34,85
Einführung in die Theorie transformatorischer Bildungsprozesse
Buch | Softcover (2023)
Kohlhammer (Verlag)
CHF 47,60
