Derrick Darby and John L. Rury
- Published in print:
- 2018
- Published Online:
- September 2018
- ISBN:
- 9780226525211
- eISBN:
- 9780226525495
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226525495.003.0010
- Subject:
- Education, History of Education
This chapter completes our argument for why school sorting practices are unjust, and outlines the steps that school leaders can take to undo them, and to ensure that the dignity of all children is ...
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This chapter completes our argument for why school sorting practices are unjust, and outlines the steps that school leaders can take to undo them, and to ensure that the dignity of all children is secured within schools, which is essential for closing the racial achievement gap.Less
This chapter completes our argument for why school sorting practices are unjust, and outlines the steps that school leaders can take to undo them, and to ensure that the dignity of all children is secured within schools, which is essential for closing the racial achievement gap.
Derrick Darby and John L. Rury
- Published in print:
- 2018
- Published Online:
- September 2018
- ISBN:
- 9780226525211
- eISBN:
- 9780226525495
- Item type:
- book
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226525495.001.0001
- Subject:
- Education, History of Education
Why do white students have better test scores than black students in American schools? In this engaging book, Derrick Darby and John L. Rury answer this vexing question with novel historical ...
More
Why do white students have better test scores than black students in American schools? In this engaging book, Derrick Darby and John L. Rury answer this vexing question with novel historical evidence, and show that we must understand its origins to make further progress in closing the racial achievement gap. Telling the story of what they call the Color of Mind, the pernicious idea that there are racial differences in intelligence, character, and behavior, they show how philosophers such as Immanuel Kant and David Hume helped construct it, how it shaped American schooling, and how voices of dissent such as Frederick Douglass and Anna Julia Cooper debunked the Color of Mind, and worked to undo its adverse impact on black educational achievement and attainment. Rejecting the view that white and black student differences in achievement are a product of the Color of Mind, Darby and Rury argue that the racial achievement gap has been socially constructed. Because the Color of Mind is reinforced in tracking, discipline, and special education practices, school leaders must work to correct this. While we cannot expect them to solve social problems of poverty, inequality, and segregation, which also affect student achievement, a just society demands that they address the systemic school practices that reinforce contemporary manifestations of racist ideas. This is the only way to expel the Color of Mind from schools, and afford all kids the dignity they deserve.Less
Why do white students have better test scores than black students in American schools? In this engaging book, Derrick Darby and John L. Rury answer this vexing question with novel historical evidence, and show that we must understand its origins to make further progress in closing the racial achievement gap. Telling the story of what they call the Color of Mind, the pernicious idea that there are racial differences in intelligence, character, and behavior, they show how philosophers such as Immanuel Kant and David Hume helped construct it, how it shaped American schooling, and how voices of dissent such as Frederick Douglass and Anna Julia Cooper debunked the Color of Mind, and worked to undo its adverse impact on black educational achievement and attainment. Rejecting the view that white and black student differences in achievement are a product of the Color of Mind, Darby and Rury argue that the racial achievement gap has been socially constructed. Because the Color of Mind is reinforced in tracking, discipline, and special education practices, school leaders must work to correct this. While we cannot expect them to solve social problems of poverty, inequality, and segregation, which also affect student achievement, a just society demands that they address the systemic school practices that reinforce contemporary manifestations of racist ideas. This is the only way to expel the Color of Mind from schools, and afford all kids the dignity they deserve.
Derrick Darby and John L. Rury
- Published in print:
- 2018
- Published Online:
- September 2018
- ISBN:
- 9780226525211
- eISBN:
- 9780226525495
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226525495.003.0001
- Subject:
- Education, History of Education
The introduction sets up the main issues of the book, which argues that the "Color of Mind" has served to rationalize racially exclusionary school practices and unequal educational opportunities, and ...
More
The introduction sets up the main issues of the book, which argues that the "Color of Mind" has served to rationalize racially exclusionary school practices and unequal educational opportunities, and the effects of these, in turn, have worked to sustain this racial ideology, making the Color of Mind and educational inequality mutually reinforcing. The authors further argue that the Color of Mind is the rotten foundation of black-white educational achievement gaps and educational opportunity gaps in the United States.Less
The introduction sets up the main issues of the book, which argues that the "Color of Mind" has served to rationalize racially exclusionary school practices and unequal educational opportunities, and the effects of these, in turn, have worked to sustain this racial ideology, making the Color of Mind and educational inequality mutually reinforcing. The authors further argue that the Color of Mind is the rotten foundation of black-white educational achievement gaps and educational opportunity gaps in the United States.
Derrick Darby and John L. Rury
- Published in print:
- 2018
- Published Online:
- September 2018
- ISBN:
- 9780226525211
- eISBN:
- 9780226525495
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226525495.003.0003
- Subject:
- Education, History of Education
This chapter tells the story of how the Color of Mind was socially constructed. It shows how philosophers and other thinkers contributed to the idea that there were racial differences in intellect, ...
More
This chapter tells the story of how the Color of Mind was socially constructed. It shows how philosophers and other thinkers contributed to the idea that there were racial differences in intellect, character, and conduct. While some thought that these differences were innate and others thought that they were environmental, most believed that they were consequential for how blacks and whites should be educated.Less
This chapter tells the story of how the Color of Mind was socially constructed. It shows how philosophers and other thinkers contributed to the idea that there were racial differences in intellect, character, and conduct. While some thought that these differences were innate and others thought that they were environmental, most believed that they were consequential for how blacks and whites should be educated.
