Prudence L. Carter
- Published in print:
- 2013
- Published Online:
- September 2013
- ISBN:
- 9780199982981
- eISBN:
- 9780199346219
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199982981.003.0010
- Subject:
- Sociology, Education
Prudence Carter discusses multiple perspectives ofhow schools’ sociocultural environments and practices matter to student engagement and achievement. Some of the most consistent and convincing ...
More
Prudence Carter discusses multiple perspectives ofhow schools’ sociocultural environments and practices matter to student engagement and achievement. Some of the most consistent and convincing research suggests, for example, that when students’cultural backgrounds are dissimilar to the backgrounds of their teachers and principals, the disadvantages experienced by those students is frequently due to educators’ lack of familiarity with their social backgrounds. The cultural mismatch between students and educators, in turn, hinders those educators’ capacity to engage with their students effectively. Also, cultural inequality within schools and in wider society—which stems from the privileging of white, middle-class tastes and ways of being—is often ignored, Carter argues. Yet, the inability of many educators to reconcile their cultural sensibilities with the social realities, cultural resources, and understandings of Black, Latino, Native American and other nondominant groups is another main driver of the opportunity gap in American education.Less
Prudence Carter discusses multiple perspectives ofhow schools’ sociocultural environments and practices matter to student engagement and achievement. Some of the most consistent and convincing research suggests, for example, that when students’cultural backgrounds are dissimilar to the backgrounds of their teachers and principals, the disadvantages experienced by those students is frequently due to educators’ lack of familiarity with their social backgrounds. The cultural mismatch between students and educators, in turn, hinders those educators’ capacity to engage with their students effectively. Also, cultural inequality within schools and in wider society—which stems from the privileging of white, middle-class tastes and ways of being—is often ignored, Carter argues. Yet, the inability of many educators to reconcile their cultural sensibilities with the social realities, cultural resources, and understandings of Black, Latino, Native American and other nondominant groups is another main driver of the opportunity gap in American education.
Patricia Gándara
- Published in print:
- 2013
- Published Online:
- September 2013
- ISBN:
- 9780199982981
- eISBN:
- 9780199346219
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199982981.003.0011
- Subject:
- Sociology, Education
This chapter explores the tremendous consequences of the undereducation of students with a first language other than English. It is not likely, Patricia Gándara explains, that the United Stateswill ...
More
This chapter explores the tremendous consequences of the undereducation of students with a first language other than English. It is not likely, Patricia Gándara explains, that the United Stateswill be able to compete in a globalizing world if it does not figure out how to meet the needs of this large and increasing proportion of students. Current language education policies are squandering an asset—students who have the potential to be bilingual and biliterate—and turning it into a deficit. The source of the problem of underachievement among many children of immigrants is not the students’ language, but the way our school system treats language difference. Rather than building on these students’ assets, we define them as liabilities and treat them as though their languages and cultures need to be replaced.Gándara offers a set of recommendations to turn this around.Less
This chapter explores the tremendous consequences of the undereducation of students with a first language other than English. It is not likely, Patricia Gándara explains, that the United Stateswill be able to compete in a globalizing world if it does not figure out how to meet the needs of this large and increasing proportion of students. Current language education policies are squandering an asset—students who have the potential to be bilingual and biliterate—and turning it into a deficit. The source of the problem of underachievement among many children of immigrants is not the students’ language, but the way our school system treats language difference. Rather than building on these students’ assets, we define them as liabilities and treat them as though their languages and cultures need to be replaced.Gándara offers a set of recommendations to turn this around.
