a100 week 14 (bonus week)
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A100 Week 14 (Bonus Week). New Topic: “Race, Class, Power and School Reform. What makes for a constructive discussion when talking about race?. Race, class and power: How do they matter?. Why has it proven so difficult to create more good schools, particularly in urban areas? - PowerPoint PPT PresentationTRANSCRIPT
A100 Week 14 (Bonus Week)
New Topic: “Race, Class, Power and School Reform
What makes for a constructive discussion when talking about race?
.
Race, class and power: How do they matter?
Why has it proven so difficult to create more good schools, particularly in urban areas?
Answer this question foregrounding issues of race, class and power.
Race, class and power: How do they matter
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Race, class and power: How do they matter (cntd)
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Race, class and power: How do they matter
Macro level From de jure to de facto segregation + suburbanization
http://www.demographia.com/db-city1970sloss.htm
Deindustrialization and collapse of cities
Aided by gov’t policies –
FHA loans to buy new suburban homes (mostly to whites)
Creation of interstate highways
Redlining and zoning
Reinforced by the courts
Milliken v. Bradley (no cross district busing) 1974
Louisville and Seattle case
Race not to be used in student assignment (voluntary)
Race, class and power: How do they matter
Macro level Reinforced by property taxes revolts (1978)
Segregation magnifies inequalities of political power
Ideology:
Privatization of discourse around schooling
No discussion of de facto segregation, despite celebration of “color blind” or “post-racial” society
Race, class and power: How do they matter
Meso level (schools) Inequality of resources
Human (distribution of high quality teachers)
See next slide (Ingersoll research)
Financial (distribution of resources by property taxes
Social capital (knowledge and norms of middle class ways of life)
Research on busing and Metco (see the wikis!)
Tracking and discipline inequities
Multiplies the problems faced by high poverty schools
Question: Is segregation a given? Can or should we try to change this? Does not challenging segregation mean giving up on the legacy of Brown?
Race, class and power: How do they matter
Ingersoll research on distribution of teachers: “An analysis of the 1999-2000 Schools and Staffing Survey by
University of Pennsylvania's Richard Ingersoll for Quality Counts 2003, for example, revealed that students in high-poverty, high-minority schools have less access to highly qualified teachers than do students in low-poverty, low-minority schools. Secondary students in high-poverty schools are twice as likely as those in low-poverty schools to have a teacher who is not certified in the subject he or she teaches. Students in high-poverty, high-minority schools are also more likely to be taught by an inexperienced teacher. Furthermore, teachers in high-poverty schools reported less favorable working conditions than teachers in wealthier schools” – Ed Week, http://www.edweek.org/rc/issues/achievement-gap/
Race, class and power: How do they matter
Meso level (schools) Distribution of high quality teachers
Inequality of resources
Human (distribution of high quality teachers)
See next slide (Ingersoll research)
Financial (distribution of resources by property taxes
Social capital (knowledge and norms of middle class ways of life)
Research on busing and Metco (see the wikis!)
Multiplies the problems faced by high poverty schools
Question: Is segregation a given? Can or should we try to change this? Does not challenging segregation mean giving up on the legacy of Brown?
Race, class and power: How do they matter
Micro level (individuals, families, and communities) Unequal childhoods
Oppositional culture
Stereotype threat
Race, class and power: Micro-level factors
Unequal childhoods (Annette Lareau) Concerted cultivation – middle class families
Natural growth – poor families
Vocabulary studies and cognitive skills (Hart and Risley) B/w test score gaps when students enter schools
Home advantage (Lareau’s earlier work) Different relationship between school and parents
Middle class parents – commanding
Working class parents -- deferential
Race, class and power: How do they matter
Oppositional culture Ogbu (1978)
Distinction between voluntary and involuntary minorities
Different aspirations and experiences with the opportunity structure
Perceptions of blocked opportunity structure leads to disengagement with academics
Highly contested in the literature (Ainsworth-Darnell and Downey 1998, Willis 1977)
Is oppositional culture more a matter of masculinity than it is about minority status?
Is it bad to be smart no matter your race?
Differential opportunities, neighborhood effects
Race, class and power: Stereotype threat
When faced with stereotype, become more likely to fulfill it
Psychological studies of undergraduates
“Primed” condition – Primed by “told it is a test of ability” or primed by having to check a box indicating race
Stereotype Threat: Race
Source: Steele and Aronson (1995)
Stereotype Threat: Gender
Source: Spencer and Steele (1999)
Stereotype Threat
Shih, Pittinsky and Ambady (1999) Asian-American women and a math test
What do you think happened?
Stereotype Threat
0%
10%
20%
30%
40%
50%
60%
Testresults
Asian identity
No identity
Female identity
Stereotype Threat Mechanisms
Anxiety Desire to disprove overall stereotypes Version of self-fulfilling prophecy
Have you ever felt stereotype threat?
New Topic: “From Analysis to Action: Overcoming Inequalities of Race, Class and Power”
From Analysis to Action: Mobilizing to Overcome Inequality
Resources, opportunities, and strategies
Be creative about resources and realistic about power
Attacking Inequalities of Race, Class and Power: Example 1: Montgomery County
Resources• ads
Realistic about power• asfa
Opportunities• assd
Strategy• sfsd
Attacking Inequalities of Race, Class and Power: Example 1: Montgomery County
Resources• Superintendent’s seat• Significant tax base• Weast’s social
connections
Realistic about power• Advantaged parents
protective of own children
Opportunities• Hurricane Katrina
(created a sense of moral outrage)
Strategy• Red zone and green zone• Equality = equity• Improvement for all children
(backward mapping)
Attacking Inequalities of Race, Class and Power: Example 2: Equity at HGSE
Resources• Student opinion• Time & social capital• Analytic skills
Realistic about power• Faculty/dean are
constant, students are transient
Opportunities• Gap between rhetoric
and practice
Strategy• Conduct survey of student views
of equity• Present recommendations to the
Dean publicly• Institutionalize through committee
Attacking Inequalities of Race, Class and Power: Example 3: A Problem You Care About
Resources
Realistic about power
Opportunities
Strategy
Disparities in education: outcomes
Course-taking patterns
Algebra 2:
Whites - -64%
Blacks – 55%
Latinos – 48%
AP Calculus
Whites - -7.5%
Blacks – 3.4%
Latinos – 3.7%
Disparities in education: outcomes
Completing school
High school graduation on time
Whites - -72%
Blacks – 50%
Latinos – 50%
College graduation (of 100 kindergarteners)
Whites – 30 of 100
Blacks – 16 of 100
Chicago Public Schools – 6 of 100 9th graders will get a B.A.
Much of race gaps are explainable by class
30 percent of black children, 27 percent of Hispanic children and 13 percent of white children grow up poor
Example:
Students in bottom income quintile are 6 times more likely to drop out of high school than students in top income quintile
Often statistics are presented by race rather than class b/c students, particularly young ones, cannot reliably give their parents income, so we often don’t even ask.
Race, class and power: how do they matter?
Tests
4th grade reading NAEP:
Whites - -39% profiicent
Blacks – 12% proficient
Latinos – 14% proficient
4th grade reading NAEP:
Whites - -40% profiicent
Blacks – 10% proficient
Latinos – 15% proficient