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"Educational equalization -- United States -- Case studies"
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Occupying the academy
In the wake of the election of President Obama, many diversity scholars and practitioners imagined that renewed commitments to educational equity and justice were just around the corner. Unfortunately, the opposite has become the Obama-era reality. Across the country, equity and diversity workers at all levels in university and colleges, but especially Chief Diversity Officers in public institutions, are under assault. Is this assault a result of a pre-meditated and carefully calculated conservative political agenda or the unfortunate consequence of how largely white, politically conservative—and the power bases they represent—are expressing their anger about the changing racial landscape in the United States? This volume explores and deconstructs the reasons for this assault from various perspectives. This volume also illustrates how the national assault on equity and diversity has resulted in a continuum. At one end are “diversity-friendly” institutions that are benignly neglecting equity/diversity efforts because of state budget crises. At the other end of the spectrum are the deliberate efforts being made to systematically dismantle equity and diversity work in especially politically conservative states.
eBook
Gender Consciousness and Privilege
Develops a new framework for working in schools that helps educators make informed decisions about change at individual, classroom, curricular and school levels on behalf of gender equity. Addresses the issue of understanding the impact of education on the two sexes, and looks at responsibility for creating gender-fair environments, organising work and creating environments for learning. The book draws on a two-year study into the role that gender played as three Catholic high schools prepared to move from single sex to coeducation. It does not weigh the advantages of single sex against coeducative approaches, but studies gender in a setting where the particpants' consciousness of gender issues was heightened: faculty and administration were formally and informally discussing gender concepts and students were talking about male and female issues. The book shows that the combination of leadership, staff and curricular awareness, and an understanding of gender fair and gender affirmative practices can serve to improve institutional effectiveness and lead to higher levels of student achievement.
eBook
Becoming Hispanic-serving institutions : opportunities for colleges and universities
\"Hispanic-Serving Institutions (HSIs)--not-for-profit, degree-granting colleges and universities that enroll at least 25 percent or more Latinx students--are among the fastest-growing segments in America. They now represent 13 percent of all postsecondary institutions in the United States and enroll 62 percent of all Latinx college students. As they increase in number, the question remains: What does it mean to serve Latinx students? What special needs does this student demographic have? What opportunities develop when a college or university becomes an HSI? Using multiple case studies, Gina Ann Garcia explores how institutions are developing ways to serve Latinx students and how those institutions confront the tensions that emerge from confronting traditional standards for postsecondary institutions, which include indicators of prestige, selectivity, graduation rates, and federal research dollars\"-- Provided by publisher.
Book
The Antiracist Roadmap to Educational Equity
A practical way forward for those who refuse to accept the status quo as the best we can do, with role-specific guidance for teachers, principals, district leaders, and community members committed to racial equity in education.
eBook
Pursuing Quality, Access, and Affordability
Whether they recognize it or not, virtually all colleges and universities face three GrandChallenges:
Improve the learning outcomes of a higher education: A large majority of college graduates are weak in capabilities that faculty and employers both see as crucial.
Extend more equitable access to degrees: Too often, students from underserved groups and poor households either don't enter college or else drop out without a degree. The latter group may be worse off economically than if they'd never attempted college.
Make academic programs more affordable (in money and time) for students and other important stakeholder groups: Many potential students believe they lack the money or time needed for academic success. Many faculty believe they don't have time to make their courses and degree programs more effective. Many institutions believe they can't afford to improve outcomes.
These challenges are global. But, in a higher education system such as that in the United States, the primary response must be institutional. This book analyzes how, over the years, six pioneering colleges and universities have begun to make visible, cumulative progress on all three fronts.
eBook
Black Male Teachers
Recently, U.S. Secretary of Education Arne Duncan suggested that placing Black men in the classroom as teachers is a critical need in the American educational system. Many education policymakers and researchers falsely believe that Black male teachers have a primary responsibility to foster the social development of Black male students. However, increasing the presence of Black male teachers improves the diversity of the profession and should be viewed as a benefit to the system, as they provide quality services to all students regardless of race and/or gender. This edited volume offers sound suggestions for advancing diversity in the teaching profession. It provides teacher education programs with needed training materials to accommodate Black male students, and school district administrators and leaders with information to help recruit and retain Black male teachers. Each chapter will feature policy and practice recommendations and a case example to spur action and increase opportunities for discussion.
eBook
Inequality in the promised land : race, resources, and suburban schooling
Nestled in neighborhoods of varying degrees of affluence, suburban public schools are typically better resourced than their inner-city peers and known for their extracurricular offerings and college preparatory programs. Despite the glowing opportunities that many families associate with suburban schooling, accessing a district's resources is not always straightforward, particularly for black and poorer families. Moving beyond class- and race-based explanations, Inequality in the Promised Land focuses on the everyday interactions between parents, students, teachers, and school administrators in order to understand why resources seldom trickle down to a district's racial and economic minorities.
Rolling Acres Public Schools (RAPS) is one of the many well-appointed suburban school districts across the United States that has become increasingly racially and economically diverse over the last forty years. Expanding on Charles Tilly's model of relational analysis and drawing on 100 in-depth interviews as well participant observation and archival research, R. L'Heureux Lewis-McCoy examines the pathways of resources in RAPS. He discovers that—due to structural factors, social and class positions, and past experiences—resources are not valued equally among families and, even when deemed valuable, financial factors and issues of opportunity hoarding often prevent certain RAPS families from accessing that resource. In addition to its fresh and incisive insights into educational inequality, this groundbreaking book also presents valuable policy-orientated solutions for administrators, teachers, activists, and politicians.
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