Explore the vast range of titles available.

In recent decades, K-12 school discipline policies and practices have garnered increasing attention among researchers, policymakers, and educators. Disproportionalities in school discipline raise serious questions about educational equity. This study provides a comprehensive review of the extant literature on the contributors to racial, gender, and income disparities in disciplinary outcomes, and the effectiveness of emerging alternatives to exclusionary disciplinary approaches. Our findings indicate that the causes of the disparities are numerous and multifaceted. Although low-income and minority students experience suspensions and expulsions at higher rates than their peers, these differences cannot be solely attributed to socioeconomic status or increased misbehavior. Instead, school and classroom occurrences that result from the policies, practices, and perspectives of teachers and principals appear to play an important role in explaining the disparities. There are conceptual and open empirical questions on whether and how some of the various alternatives are working to counter the discipline disparities.

John Ogbu has studied minority education from a comparative perspective for over 30 years. The study reported in this book--jointly sponsored by the community and the school district in Shaker Heights, Ohio--focuses on the academic performance of Black American students. Not only do these students perform less well than White students at every social class level, but also less well than immigrant minority students, including Black immigrant students. Furthermore, both middle-class Black students in suburban school districts, as well as poor Black students in inner-city schools are not doing well. Ogbu's analysis draws on data from observations, formal and informal interviews, and statistical and other data. He offers strong empirical evidence to support the cross-class existence of the problem. The book is organized in four parts: *Part I provides a description of the twin problems the study addresses--the gap between Black and White students in school performance and the low academic engagement of Black students; a review of conventional explanations; an alternative perspective; and the framework for the study. *Part II is an analysis of societal and school factors contributing to the problem, including race relations, Pygmalion or internalized White beliefs and expectations, levelling or tracking, the roles of teachers, counselors, and discipline. * Community factors --the focus of this study--are discussed in Part III. These include the educational impact of opportunity structure, collective identity, cultural and language or dialect frame of reference in schooling, peer pressures, and the role of the family. This research focus does not mean exonerating the system and blaming minorities, nor does it mean neglecting school and society factors. Rather, Ogbu argues, the role of community forces should be incorporated into the discussion of the academic achievement gap by researchers, theoreticians, policymakers, educators, and minorities themselves who genuinely want to improve the academic achievement of African American children and other minorities. *In Part IV, Ogbu presents a summary of the study's findings on community forces and offers recommendations--some of which are for the school system and some for the Black community. Black American Students in an Affluent Suburb: A Study of Academic Disengagement is an important book for a wide range of researchers, professionals, and students, particularly in the areas of Black education, minority education, comparative and international education, sociology of education, educational anthropology, educational policy, teacher education, and applied anthropology.

This comprehensive book explores the importance of cultural diversity in the field of education. It delves into the significance of embracing diverse backgrounds, beliefs, and perspectives within the classroom. With a focus on creating inclusive learning environments, the book provides valuable insights into curriculum development and teaching strategies that promote cultural understanding and sensitivity. Through a variety of case studies and practical examples, readers gain a deeper understanding of how cultural diversity can enrich the educational experience for both students and educators. This book is an essential resource for anyone passionate about fostering inclusive education.

This book focuses on myth, which, as a language, tells the stories of human experience, regardless of accuracy or impact, and to claim that myth is innocent, or worse yet, give no explicit attention to myth, is a dangerous proposition. However, just as myths can be used to confuse and convince, if remythified they also can be used to clarify and conjure up new understandings and new language around American education. Within this book, the myths about guns in schools, banned books, Native American school mascots, immigrant and transnational youth, who teachers are, Critical Race Theory, standard English, bilingualism and disability, chosen names and preferred pronouns, and vouchers for private school education are all critiqued, exposed for their mythical language, but also remythified, re-contextualizing the language and the discourse towards the means of supporting the most vulnerable of youth in U.S. schools. The first and foremost function of language is thought. Learning how to play within the power game of myth production and remythification is important for reorienting ideologies around American education mythologies.

Offers a model for increasing equity in STEM education at the K–12 level in the United States.In STEM Education in Underserved Schools, editor Julia V. Clark addresses an urgent national problem: the need to provide all students with a quality STEM education. Clark brings together a prestigious group of scholars to uncover the factors that impede equity and access in STEM education teaching and learning and provides research-based strategies to address these inequities. This contributed volume demonstrates that students of color and those from lower socioeconomic communities have less access to qualified science and mathematics teachers, less access to strong STEM curriculum, less access to resources, and fewer classroom opportunities than their peers at other schools. Identifying the challenges and best practices related to producing more equitable and inclusive routes to access STEM education and professions, contributors explain how to positively impact the trajectory of individuals from underrepresented groups in K–12 and pre-college programs and lay out a bold reenvisioning of STEM education. These essays aim to build knowledge and theory for how schools can promote coherent guidance for culturally responsive instruction by exploring the policies and practices of four nations—Finland, Singapore, Korea, and Australia—that have made noteworthy strides toward more equitable achievement in science and mathematics. Clark offers a powerful framework in STEM to capture the benefits of international collaborations that would embed American scientists and students in vibrant, globally collaborative networks. Through a deep analysis of successful programs elsewhere in the world and a uniquely international framework, Clark and these contributors present an innovative road map to equalize access to STEM education in the United States.

This edited volume expands on the existent research on anti-racist educational leadership by identifying what type of capacity building is needed for school administrators to facilitate anti-racist change in their schools. Racial inequities in education persist in part because the solutions that districts and schools choose to employ largely ignore why and how institutional and structural racism is the root cause of inequities in education. Yet, racial inequities in schooling can be redressed if districts and schools have leaders who are deeply committed to combatting racism in their daily practice and structures of schooling. This book underscores why we need more educational leaders who adopt an anti-racist stance in how they lead and are prepared to face the political complexity and uncertainty that will undoubtedly occur when they try to advance racial equity in their school communities. Through diverse perspectives and voices, including scholars in the field of educational leadership, sociologists of education, school and district administrators, and grassroots community members and activist groups, this book addresses issues related to anti-racist educational leadership at various levels.

This book addresses these questions and explores the use of critical spatial analysis to uncover the dimensions of entrenched and systemic racial inequities in educational settings and identify ways to redress them. It demonstrates the analytical and communicative power of mapping and its potential for identifying and dismantling racial injustice in education and its possibilities for future research.

Building a better data culture can be the path to better results and greater equity in schools. But what do we mean by data? Your students are not just statistics. They aren't simply a set of numbers or faceless dots on a proficiency scale. They are vibrant collections of experiences, thoughts, perspectives, emotions, wants, and dreams. And taken collectively, all of that information is data--and should be valued as such. \"Equity in Data\" not only unpacks the problematic nature of current approaches to data but also helps educators demystify and democratize data. It shows how we can bake equity into our data work and illuminate the disparities, stories, and truths that make our schools safer and stronger--and that help our students grow and thrive. To this end, the authors introduce a four-part framework for how to create an equitable data culture (along with a complementary set of data principles). They demonstrate how we can rethink our approach to data in the interest of equity by making five shifts: (1) Expand our understanding of data; (2) Strengthen our knowledge of data principles; (3) Break through our fear of data; (4) Decolonize our data gathering processes; and (5) Turn data into meaningful, equitable action. We have an opportunity to realign school data with what students want out of their educational experiences. When we put equity first, we put students first.

This title is part of American Studies Now and available as an e-book first. Visit ucpress.edu/go/americanstudiesnow to learn more. In the post-World War II period, students rebelled against the university establishment. In student-led movements, women, minorities, immigrants, and indigenous people demanded that universities adapt to better serve the increasingly heterogeneous public and student bodies. The success of these movements had a profound impact on the intellectual landscape of the twentieth century: out of these efforts were born ethnic studies, women's studies, and American studies. In We Demand, Roderick A. Ferguson demonstrates that less than fifty years since this pivotal shift in the academy, the university is moving away from \"the people\" in all their diversity. Today the university is refortifying its commitment to the defense of the status quo off campus and the regulation of students, faculty, and staff on campus. The progressive forms of knowledge that the student-led movements demanded and helped to produce are being attacked on every front. Not only is this a reactionary move against the social advances since the '60s and '70s-it is part of the larger threat of anti-intellectualism in the United States.

This is the first book to exclusively address Hispanic-serving institutions (HSIs), filling a major gap in the research on these institutions. Written by leading and rising scholars on HSIs, this book offers insight into the complexity of these institutions. It not only addresses historic policy origins, but also describes the experiences of various student populations served, examines faculty issues, addresses the role of student affairs in advancing student development, and considers issues of governance and funding. This book also critically examines the contradictions and challenges that many of these institutions face and looks to likely future developments.