Download or read book The Neighborhood School Spill Over Middle and High School Students Perceptions of Racial Ethnic Discrimination at the Neighborhood and School Level written by Feliz Quinones and published by . This book was released on 2019 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: While there is a well-established body of literature that documents the role of the school context in informing adolescents' perceptions of unfair treatment at school, little research investigates how interactions at the neighborhood level also shape adolescents' perceptions of school-based peer and adult racial/ethnic discrimination. The current dissertation focused on examining the Neighborhood-School Spill-Over, a novel framework, encompassing three different, but interrelated approaches for understanding the role of the neighborhood context in informing Latina/o students' perceptions of school-based adult and peer racial/ethnic discrimination. Dissertation Study #1 (Approach 1 of the Neighborhood-School Spill-Over framework) aimed to examine whether distance (how far students lived from school in miles) moderated the relationship between neighborhood and school Latina/o representation and students' perceptions of unfair treatment by adults and peers at school. It was hypothesized that Latina/o students living further away from school would report lower perceptions of unfair treatment by both peers and adults at school if they lived in neighborhoods with a high concentration of Latina/os, even when there was lower Latina/o representation at school. Dissertation Study #2 (Approach 2 of the Neighborhood-School Spill-Over framework) aimed to examine whether the percentage of students who live in the same neighborhood and go to the same school, percentage of same-ethnic neighborhood peers, informed adolescents' perceptions around unfair treatment by adults at school. The proposed hypothesis was that having a greater percentage of same-ethnic peers who live in the same community and attend the same school context would be protective. The overarching goal of Dissertation Study #3 (Approach 3 of the Neighborhood-School Spill-Over framework) was to examine how perceptions of neighborhood discrimination (i.e., by police and store clerks) affected Latina/o students' perceptions of school adult racial/ethnic discrimination and whether neighborhood collective efficacy, feeling like people in the community "have your back," was protective. It was anticipated that while perceiving greater discrimination in the neighborhood would predict higher perceptions of unfair treatment by adults at school, living in efficacious neighborhoods would buffer this relationship. Data for this dissertation came from the UCLA Middle and High School Diversity Project (MSDP/HSDP), a larger ongoing longitudinal study that sought to examine the benefits and challenges of ethnic diversity in urban middle schools. MSDP/HSDP participants were 5,991 racially/ethnically diverse students who were recruited from 26 urban middle schools in northern and southern California who then transitioned into over 440 high schools all over the state of California. To conduct analyses for these three dissertation studies, students' home addresses were geocoded and cross-classified multilevel models were run. Findings from Dissertation Study #1 showed that as Latina/o eighth-grade students (n = 756) attended schools with fewer same-ethnic peers, living further away was protective against perceptions of peer racial/ethnic discrimination, when there was high Latina/o representation in the neighborhood context. Findings from Dissertation Study #2 found that as Latina/o representation at school decreased, Latina/o eighth-grade students (n = 856) reported higher perceptions of school adult racial/ethnic discrimination, and this was particularly more pronounced for students with a lower percentage of same-ethnic neighborhood peers. As Latina/o representation at school decreased, students reported lower perceptions of discrimination by adults at school when they had a greater percentage of same-ethnic neighborhood peers, highlighting the protective nature of same-ethnic neighborhood peers. And finally, findings from Dissertation Study #3 found that high school students (10th-grade Latina/o students; n = 540) reported higher perceptions of unfair treatment by adults at school when they reported higher perceptions of neighborhood discrimination. While findings from Dissertation Study #3 did not find that efficacious neighborhoods buffered students' perceptions of discrimination by adults at school, future research should continue to examine the neighborhood-school spill over to thoroughly unpack the neighborhood characteristics that serve as risk and protective factors for adolescents of color, specifically in marginalized communities. The larger implications of this dissertation research are to go beyond understanding the barriers that exist in the neighborhood context and to center the benefits and wealth that exist in marginalized communities for adolescents of color as a way of creating more welcoming school environments.
Download or read book Unequal City written by Carla Shedd and published by Russell Sage Foundation. This book was released on 2015-10-20 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: Chicago has long struggled with racial residential segregation, high rates of poverty, and deepening class stratification, and it can be a challenging place for adolescents to grow up. Unequal City examines the ways in which Chicago’s most vulnerable residents navigate their neighborhoods, life opportunities, and encounters with the law. In this pioneering analysis of the intersection of race, place, and opportunity, sociologist and criminal justice expert Carla Shedd illuminates how schools either reinforce or ameliorate the social inequalities that shape the worlds of these adolescents. Shedd draws from an array of data and in-depth interviews with Chicago youth to offer new insight into this understudied group. Focusing on four public high schools with differing student bodies, Shedd reveals how the predominantly low-income African American students at one school encounter obstacles their more affluent, white counterparts on the other side of the city do not face. Teens often travel long distances to attend school which, due to Chicago’s segregated and highly unequal neighborhoods, can involve crossing class, race, and gang lines. As Shedd explains, the disadvantaged teens who traverse these boundaries daily develop a keen “perception of injustice,” or the recognition that their economic and educational opportunities are restricted by their place in the social hierarchy. Adolescents’ worldviews are also influenced by encounters with law enforcement while traveling to school and during school hours. Shedd tracks the rise of metal detectors, surveillance cameras, and pat-downs at certain Chicago schools. Along with police procedures like stop-and-frisk, these prison-like practices lead to distrust of authority and feelings of powerlessness among the adolescents who experience mistreatment either firsthand or vicariously. Shedd finds that the racial composition of the student body profoundly shapes students’ perceptions of injustice. The more diverse a school is, the more likely its students of color will recognize whether they are subject to discriminatory treatment. By contrast, African American and Hispanic youth whose schools and neighborhoods are both highly segregated and highly policed are less likely to understand their individual and group disadvantage due to their lack of exposure to youth of differing backgrounds.
Download or read book From the Hood to the School Middle School Students Experiences with Racial Ethnic Discrimination as They Navigate the Neighborhood and School Contexts written by Feliz Quinones and published by . This book was released on 2015 with total page 50 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the effects of incongruence (mismatch) between neighborhood and school racial/ethnic composition on middle school students' experiences with teacher-and-peer-initiated discrimination. The subsample of 1,289 students (44% Latino, 26% White, 14% Black, and 16% Asian) comes from a larger longitudinal study of 26 ethnically diverse middle schools and over 300 neighborhoods that vary in ethnic diversity. This study relies on students' self-reports of perceived discrimination and school demographic data from the California Department of Education. Student home addresses were geocoded using Geographic Information Systems, ArcGIS 10.1, and then matched to demographic data obtained from American FactFinder. Neighborhood-school incongruence scores were calculated by subtracting the proportion of same-ethnicity peers in the school from the proportion of same-ethnicity residents in the neighborhood. Overall, our results suggest that neighborhood-school incongruence affects students' perceptions of teacher-and-peer-initiated racial/ethnic discrimination differently depending on students' racial/ethnic group and gender. Results from multilevel models show that there was a three-way interaction, such that race/ethnicity and gender moderated the association between neighborhood-school incongruence and teacher-and-peer-initiated discrimination. These findings emphasize the importance of examining both the neighborhood and school contexts in understanding students' experiences with racial/ethnic discrimination.
Download or read book Code of the Street Decency Violence and the Moral Life of the Inner City written by Elijah Anderson and published by W. W. Norton & Company. This book was released on 2000-09-17 with total page 362 pages. Available in PDF, EPUB and Kindle. Book excerpt: Unsparing and important. . . . An informative, clearheaded and sobering book.—Jonathan Yardley, Washington Post (1999 Critic's Choice) Inner-city black America is often stereotyped as a place of random violence, but in fact, violence in the inner city is regulated through an informal but well-known code of the street. This unwritten set of rules—based largely on an individual's ability to command respect—is a powerful and pervasive form of etiquette, governing the way in which people learn to negotiate public spaces. Elijah Anderson's incisive book delineates the code and examines it as a response to the lack of jobs that pay a living wage, to the stigma of race, to rampant drug use, to alienation and lack of hope.
Download or read book Learning Difference written by Annegret Daniela Staiger and published by Stanford University Press. This book was released on 2006-11-13 with total page 311 pages. Available in PDF, EPUB and Kindle. Book excerpt: This ethnographic study of an urban high school in one of the most diverse cities in the United States examines the role that race plays in the lives of students. At a school publicly celebrated for its integration, academic excellence, and racial harmony, the reality is a different story: that of continuing internal segregation and racial conflicts. Examining the role of race in neighborhood relations, desegregation programs, and school violence, the author uncovers competing racial orders. A gifted magnet program reinforces the notion that being white means being gifted. Conflicts in the schoolyard show a racial bipolarization where Cambodian Americans identify as blacks and Latinos as whites. Applying racial formation theory to ethnographic research, this study reveals how a school racializes its students. But students are not just passive victims of such structural forces. They also creatively shape the way in which race is organized, imagined, and experienced.
Download or read book The Multiracial Urban High School written by S. Rosenbloom and published by Springer. This book was released on 2010-11-22 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: From 1996-2000, thirty minority teenagers (African American, Chinese American, Puerto Rican American, and Dominican American) were interviewed every year for four years to investigate how their experiences in high school shaped their social relationships.
Download or read book Racial Isolation in the Public Schools written by United States Commission on Civil Rights and published by . This book was released on 1967 with total page 614 pages. Available in PDF, EPUB and Kindle. Book excerpt: . -- V. 1. Report -- v. 2. Appendices.
Download or read book Hopeful Girls Troubled Boys written by Nancy Lopez and published by Routledge. This book was released on 2020-07-24 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is an ethnographic study of Carribean youth in New York City to help explain how and why schools and cities are failing boys of color.
Download or read book Black White Contact in Schools written by Martin Patchen and published by . This book was released on 1982 with total page 406 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Race in the Schoolyard written by Amanda E. Lewis and published by Rutgers University Press. This book was released on 2003 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: Annotation An exploration of how race is explicitly and implicitly handled in school.
Download or read book Divided We Fail written by Sarah Garland and published by Beacon Press. This book was released on 2013-01-29 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examines why school desegregation, despite its success in closing the achievement gap, was never embraced wholeheartedly in the black community as a remedy for racial inequality In 2007, a court case originally filed in Louisville, Kentucky, was argued before the Supreme Court and officially ended the era of school desegregation— both changing how schools across America handle race and undermining the most important civil rights cases of the last century. Of course, this wasn’t the first federal lawsuit to challenge school desegregation. But it was the first—and only—one brought by African Americans. In Divided We Fail, journalist Sarah Garland deftly and sensitively tells the stories of the families and individuals who fought for and against desegregation. By reframing how we commonly understand race, education, and the history of desegregation, this timely and deeply relevant book will be an important contribution to the continued struggle toward true racial equality.
Download or read book Because of the Kids written by Jennifer E. Obidah and published by Teachers College Press. This book was released on 2001-01-01 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book details the story of two teacher-researchers--Jennifer, who is African American, and Karen, who is White--as they set out on a collaborative three year study to explore the impact of racial and cultural differences in Karen's urban middle school classroom. They describe how they learn to confront and deal with the challenges they face so that they can work together. Their study presents the difficulties and importance of collaborations between teachers from different racial and cultural backgrounds as well as insights on how race and culture evolve in teacher-student interactions.
Download or read book Academic Apartheid written by Sean J. Drake and published by Univ of California Press. This book was released on 2022-03-22 with total page 263 pages. Available in PDF, EPUB and Kindle. Book excerpt: Introduction : segregated schools and disadvantaged students in an affluent neighborhood -- "If you're not in AP classes, then who are you?": how pinnacle's institutional culture stratified the student body -- The symbolic criminalization of failure -- the segregation of teaching and learning -- The institutionalization of ethnic capital -- "We've failed these kids" : missed opportunities and signs of hope -- Conclusion -- Methodological postscript.
Download or read book Despite the Best Intentions written by Amanda E. Lewis and published by Oxford University Press. This book was released on 2015-08-04 with total page 273 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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 Latino students continue to lag behind their peers? Through five years' worth of interviews and data-gathering at Riverview, John Diamond and Amanda Lewis have created a rich and disturbing portrait of the achievement gap that persists 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 Latino 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 why it matters. 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.
Download or read book Communities in Action written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2017-04-27 with total page 583 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the United States, some populations suffer from far greater disparities in health than others. Those disparities are caused not only by fundamental differences in health status across segments of the population, but also because of inequities in factors that impact health status, so-called determinants of health. Only part of an individual's health status depends on his or her behavior and choice; community-wide problems like poverty, unemployment, poor education, inadequate housing, poor public transportation, interpersonal violence, and decaying neighborhoods also contribute to health inequities, as well as the historic and ongoing interplay of structures, policies, and norms that shape lives. When these factors are not optimal in a community, it does not mean they are intractable: such inequities can be mitigated by social policies that can shape health in powerful ways. Communities in Action: Pathways to Health Equity seeks to delineate the causes of and the solutions to health inequities in the United States. This report focuses on what communities can do to promote health equity, what actions are needed by the many and varied stakeholders that are part of communities or support them, as well as the root causes and structural barriers that need to be overcome.
Download or read book Blacked Out written by Signithia Fordham and published by University of Chicago Press. This book was released on 1996-03-13 with total page 426 pages. Available in PDF, EPUB and Kindle. Book excerpt: This innovative portrait of student life in an urban high school focuses on the academic success of African-American students, exploring the symbolic role of academic achievement within the Black community and investigating the price students pay for attaining it. Signithia Fordham's richly detailed ethnography reveals a deeply rooted cultural system that favors egalitarianism and group cohesion over the individualistic, competitive demands of academic success and sheds new light on the sources of academic performance. She also details the ways in which the achievements of sucessful African-Americans are "blacked out" of the public imagination and negative images are reflected onto black adolescents. A self-proclaimed "native" anthropologist, she chronicles the struggle of African-American students to construct an identity suitable to themselves, their peers, and their families within an arena of colliding ideals. This long-overdue contribution is of crucial importance to educators, policymakers, and ethnographers.
Download or read book The Battle Nearer to Home written by Christopher Bonastia and published by Stanford University Press. This book was released on 2022-07-05 with total page 407 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite its image as an epicenter of progressive social policy, New York City continues to have one of the nation's most segregated school systems. Tracing the quest for integration in education from the mid-1950s to the present, The Battle Nearer to Home follows the tireless efforts by educational activists to dismantle the deep racial and socioeconomic inequalities that segregation reinforces. The fight for integration has shifted significantly over time, not least in terms of the way "integration" is conceived, from transfers of students and redrawing school attendance zones, to more recent demands of community control of segregated schools. In all cases, the Board eventually pulled the plug in the face of resistance from more powerful stakeholders, and, starting in the 1970s, integration receded as a possible solution to educational inequality. In excavating the history of New York City school integration politics, in the halls of power and on the ground, Christopher Bonastia unearths the enduring white resistance to integration and the severe costs paid by Black and Latino students. This last decade has seen activists renew the fight for integration, but the war is still far from won.
