Kevin G. Welner and 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/9780199982981.003.0001
- Subject:
- Sociology, Education
Kevin Welner and Prudence Carter explain why it is important to shift the nation’s focus back toward an “opportunity gap” framing of educational inequity. Thinking about inputs helps us to focus on ...
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Kevin Welner and Prudence Carter explain why it is important to shift the nation’s focus back toward an “opportunity gap” framing of educational inequity. Thinking about inputs helps us to focus on the deficiencies in the foundational components of societies, schools, and communities that produce significant differences in educational—and ultimately socioeconomic—outcomes. Thinking in terms of “achievement gaps” emphasizes the symptoms; thinking about unequal opportunity highlights the causes.Importantly, discussions of both achievement and opportunity gaps sensibly begin with the premise that we as a nation must act to redress the serious inequities that exist between and within schools, as well as among different people, groups, and communities across the country. Both discussions include an understanding that outcomes should be measured, analyzed, and addressed. Welner and Carter argue thattest-score and attainment differences will not disappear until policy is dedicated to changing the conditions that shape and impede achievement.Less
Kevin Welner and Prudence Carter explain why it is important to shift the nation’s focus back toward an “opportunity gap” framing of educational inequity. Thinking about inputs helps us to focus on the deficiencies in the foundational components of societies, schools, and communities that produce significant differences in educational—and ultimately socioeconomic—outcomes. Thinking in terms of “achievement gaps” emphasizes the symptoms; thinking about unequal opportunity highlights the causes.Importantly, discussions of both achievement and opportunity gaps sensibly begin with the premise that we as a nation must act to redress the serious inequities that exist between and within schools, as well as among different people, groups, and communities across the country. Both discussions include an understanding that outcomes should be measured, analyzed, and addressed. Welner and Carter argue thattest-score and attainment differences will not disappear until policy is dedicated to changing the conditions that shape and impede achievement.
Prudence L. Carter and Kevin G. Welner (eds)
- Published in print:
- 2013
- Published Online:
- September 2013
- ISBN:
- 9780199982981
- eISBN:
- 9780199346219
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199982981.001.0001
- Subject:
- Sociology, Education
While the achievement gap has dominated policy discussions over the past two decades, relatively little attention has been paid to a gap that is even more at odds with American ideals: the ...
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While the achievement gap has dominated policy discussions over the past two decades, relatively little attention has been paid to a gap that is even more at odds with American ideals: the opportunity gap. Opportunity and achievement, while inextricably connected, are very different goals. Every American will not go to college. But every American should be given fair opportunities to be prepared for college. By treating opportunity as an afterthought and obsessively focusing on measuring achievement, the nation’s policymakers have made little progress in measuring or addressing inequitable opportunities. Policy has therefore failed to engage with these challenges or with the supports and resources that lead to improvements in student learning. The achievement gap has not arisen by coincidence; children learn when they have opportunities to learn, and gaps in opportunities have led to gaps in achievement. Moreover, students’ learning experiences and outcomes are deeply affected by many factors outside the immediate control of schools.Closing the Opportunity Gap brings together top experts who offer evidence-based essays that paint a powerful and shocking picture of denied opportunities. They also describe sensible, research-based policy approaches that will enhance opportunities. They highlight the discrepancies that exist in our society and in our public schools, focusing on how policy decisions and broader circumstances conspire to create the opportunity gap that leads inexorably to the outcome differences that have become so stark.Less
While the achievement gap has dominated policy discussions over the past two decades, relatively little attention has been paid to a gap that is even more at odds with American ideals: the opportunity gap. Opportunity and achievement, while inextricably connected, are very different goals. Every American will not go to college. But every American should be given fair opportunities to be prepared for college. By treating opportunity as an afterthought and obsessively focusing on measuring achievement, the nation’s policymakers have made little progress in measuring or addressing inequitable opportunities. Policy has therefore failed to engage with these challenges or with the supports and resources that lead to improvements in student learning. The achievement gap has not arisen by coincidence; children learn when they have opportunities to learn, and gaps in opportunities have led to gaps in achievement. Moreover, students’ learning experiences and outcomes are deeply affected by many factors outside the immediate control of schools.Closing the Opportunity Gap brings together top experts who offer evidence-based essays that paint a powerful and shocking picture of denied opportunities. They also describe sensible, research-based policy approaches that will enhance opportunities. They highlight the discrepancies that exist in our society and in our public schools, focusing on how policy decisions and broader circumstances conspire to create the opportunity gap that leads inexorably to the outcome differences that have become so stark.
Prudence L. Carter and Kevin G. Welner
- Published in print:
- 2013
- Published Online:
- September 2013
- ISBN:
- 9780199982981
- eISBN:
- 9780199346219
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199982981.003.0016
- Subject:
- Sociology, Education
Carter and Welner bring together the evidence compiled by the book’s authors, describing a wide and deep opportunity gap arising from the accumulated impact of many factors: segregation in housing in ...
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Carter and Welner bring together the evidence compiled by the book’s authors, describing a wide and deep opportunity gap arising from the accumulated impact of many factors: segregation in housing in schooling; differences in resources between poor and wealthier children; differences in access to high-quality preschool; between-school differences in teacher training, teacher experience, and teacher quality, as well as in other resources, such as technology, safe buildings with heating and air conditioning, textbooks, working bathrooms, and class size; differences in the provision of engaging, deep, project-based learning versus instruction focused on raising testscores; stratified school opportunities arising from school choice policies; the widespread provision of culturally unresponsive curriculum and instruction; and the failure to value and build on the strengths of language minority children. The authors offer a summary of policy recommendations that their volume collaborators and they argue would help the United States create a fair and equitable system for its millions of school-aged youth.Less
Carter and Welner bring together the evidence compiled by the book’s authors, describing a wide and deep opportunity gap arising from the accumulated impact of many factors: segregation in housing in schooling; differences in resources between poor and wealthier children; differences in access to high-quality preschool; between-school differences in teacher training, teacher experience, and teacher quality, as well as in other resources, such as technology, safe buildings with heating and air conditioning, textbooks, working bathrooms, and class size; differences in the provision of engaging, deep, project-based learning versus instruction focused on raising testscores; stratified school opportunities arising from school choice policies; the widespread provision of culturally unresponsive curriculum and instruction; and the failure to value and build on the strengths of language minority children. The authors offer a summary of policy recommendations that their volume collaborators and they argue would help the United States create a fair and equitable system for its millions of school-aged youth.
Kimberly Jenkins Robinson
- Published in print:
- 2019
- Published Online:
- September 2020
- ISBN:
- 9781479893287
- eISBN:
- 9781479872770
- Item type:
- chapter
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9781479893287.003.0001
- Subject:
- Law, Philosophy of Law
In this introduction, Kimberly Jenkins Robinson explains that despite some gains from state school finance litigation, educational opportunity and achievement gaps remain prevalent throughout the ...
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In this introduction, Kimberly Jenkins Robinson explains that despite some gains from state school finance litigation, educational opportunity and achievement gaps remain prevalent throughout the United States. To address these enduring gaps, many scholars have argued that the United States should recognize a federal right to education, despite the United States Supreme Court’s refusal to recognize this right in San Antonio Independent School District v. Rodriguez. It also is important to note that after decades in state court litigation, advocates have recently returned to federal court to argue for a federal right to education. Therefore, this introduction outlines that the book takes up three timely and essential questions regarding a federal right to education: Should the United States consider recognizing a federal right to education? How could the United States recognize such a right? And what should the right guarantee? The introduction concludes with a summary of each chapter.Less
In this introduction, Kimberly Jenkins Robinson explains that despite some gains from state school finance litigation, educational opportunity and achievement gaps remain prevalent throughout the United States. To address these enduring gaps, many scholars have argued that the United States should recognize a federal right to education, despite the United States Supreme Court’s refusal to recognize this right in San Antonio Independent School District v. Rodriguez. It also is important to note that after decades in state court litigation, advocates have recently returned to federal court to argue for a federal right to education. Therefore, this introduction outlines that the book takes up three timely and essential questions regarding a federal right to education: Should the United States consider recognizing a federal right to education? How could the United States recognize such a right? And what should the right guarantee? The introduction concludes with a summary of each chapter.
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 ...
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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.
Gilda L. Ochoa
- Published in print:
- 2013
- Published Online:
- August 2015
- ISBN:
- 9780816687398
- eISBN:
- 9781452948898
- Item type:
- book
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816687398.001.0001
- Subject:
- Sociology, Race and Ethnicity
Academic Profiling focuses on the schooling experiences and relationships between the two fastest growing groups in the United States—Asian Americans and Latinas/os. At a time when politicians and ...
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Academic Profiling focuses on the schooling experiences and relationships between the two fastest growing groups in the United States—Asian Americans and Latinas/os. At a time when politicians and pundits debate the sources of an achievement gap, Academic Profiling turns our attention to students, teachers, and parents to learn about the opportunity and social gaps within schools. In candid and at times heart-wrenching detail, students in a California public high school share stories of support and neglect on their paths to graduation. Separated by unequal middle schools and curriculum tracking, students are divided by race/ethnicity, class, and gender. While those in an International Baccalaureate Program boast about socratic classes and stress release-sessions, students outside of such programs bemoan unengaged teaching and inaccessible counselors. Labeled “the elite,” “regular,” “smart,” or “stupid,” students encounter differential policing and assumptions based on their abilities. These disparities are compounded by the growth in the private tutoring industry where wealthier families can afford to spend thousands of dollars to enhance their children’s opportunities, furthering an accumulation of privileges. However, in spite of the entrenchment of inequality in today’s schools, Academic Profiling uncovers multiple forms of resilience and the ways that students and teachers are affirming identities, creating alternative spaces, and fostering critical consciousness. As the story of this California high school unfolds, we also learn about the possibilities and limits of change when Gilda L. Ochoa shares the research findings with the high school.Less
Academic Profiling focuses on the schooling experiences and relationships between the two fastest growing groups in the United States—Asian Americans and Latinas/os. At a time when politicians and pundits debate the sources of an achievement gap, Academic Profiling turns our attention to students, teachers, and parents to learn about the opportunity and social gaps within schools. In candid and at times heart-wrenching detail, students in a California public high school share stories of support and neglect on their paths to graduation. Separated by unequal middle schools and curriculum tracking, students are divided by race/ethnicity, class, and gender. While those in an International Baccalaureate Program boast about socratic classes and stress release-sessions, students outside of such programs bemoan unengaged teaching and inaccessible counselors. Labeled “the elite,” “regular,” “smart,” or “stupid,” students encounter differential policing and assumptions based on their abilities. These disparities are compounded by the growth in the private tutoring industry where wealthier families can afford to spend thousands of dollars to enhance their children’s opportunities, furthering an accumulation of privileges. However, in spite of the entrenchment of inequality in today’s schools, Academic Profiling uncovers multiple forms of resilience and the ways that students and teachers are affirming identities, creating alternative spaces, and fostering critical consciousness. As the story of this California high school unfolds, we also learn about the possibilities and limits of change when Gilda L. Ochoa shares the research findings with the high school.
Rachel F. Moran
- Published in print:
- 2019
- Published Online:
- September 2020
- ISBN:
- 9781479893287
- eISBN:
- 9781479872770
- Item type:
- chapter
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9781479893287.003.0011
- Subject:
- Law, Philosophy of Law
In this chapter, Rachel F. Moran explains that equal educational opportunity is essential to prepare students for civic duties, but significant inequalities inevitably result from sorting students ...
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In this chapter, Rachel F. Moran explains that equal educational opportunity is essential to prepare students for civic duties, but significant inequalities inevitably result from sorting students for jobs. In recent years, efficiency has become a driving force behind school reform, one that subordinates equal citizenship to the demands of a global economy. These tensions are most evident in school finance reform as calls for equal education devolve into demands for adequate education. Despite state court victories, disparities in per-pupil resources remain severe, threatening to deprive disadvantaged children of any meaningful opportunity to approximate the accomplishments of their privileged peers. In Moran’s view, reformers must craft a right to education that guarantees every child a fair opportunity to compete. Only then will disadvantaged students have authentic pathways to civic participation and upward mobility, pathways that can make the American dream feel like a real promise rather than a remote possibility.Less
In this chapter, Rachel F. Moran explains that equal educational opportunity is essential to prepare students for civic duties, but significant inequalities inevitably result from sorting students for jobs. In recent years, efficiency has become a driving force behind school reform, one that subordinates equal citizenship to the demands of a global economy. These tensions are most evident in school finance reform as calls for equal education devolve into demands for adequate education. Despite state court victories, disparities in per-pupil resources remain severe, threatening to deprive disadvantaged children of any meaningful opportunity to approximate the accomplishments of their privileged peers. In Moran’s view, reformers must craft a right to education that guarantees every child a fair opportunity to compete. Only then will disadvantaged students have authentic pathways to civic participation and upward mobility, pathways that can make the American dream feel like a real promise rather than a remote possibility.
Tina P. Kruse
- Published in print:
- 2019
- Published Online:
- February 2019
- ISBN:
- 9780190849795
- eISBN:
- 9780190849825
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190849795.003.0009
- Subject:
- Social Work, Communities and Organizations, Children and Families
This chapter explores the demographic trends in the United States of youth for whom youth social entrepreneurship may be most important, those framed by the Opportunity Gap, conceptualized by the ...
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This chapter explores the demographic trends in the United States of youth for whom youth social entrepreneurship may be most important, those framed by the Opportunity Gap, conceptualized by the field of education to better explain outcome disparities for youth of color and/or from low-income families. Academic disciplines and the nonprofit sector have embraced this framework and furthered it by identifying the youth “haves” and “have-nots” depending on their access to opportunities of many kinds: educational and economic among them. Youth without, or with fewer, opportunities tend to also lack connections of many kinds that can inhibit their educational, employment, housing, and health outcomes. This, then, is the central concern of this chapter: how can youth social entrepreneurship be part of the solution for disconnected youth?Less
This chapter explores the demographic trends in the United States of youth for whom youth social entrepreneurship may be most important, those framed by the Opportunity Gap, conceptualized by the field of education to better explain outcome disparities for youth of color and/or from low-income families. Academic disciplines and the nonprofit sector have embraced this framework and furthered it by identifying the youth “haves” and “have-nots” depending on their access to opportunities of many kinds: educational and economic among them. Youth without, or with fewer, opportunities tend to also lack connections of many kinds that can inhibit their educational, employment, housing, and health outcomes. This, then, is the central concern of this chapter: how can youth social entrepreneurship be part of the solution for disconnected youth?
Linda Darling-Hammond
- Published in print:
- 2019
- Published Online:
- September 2020
- ISBN:
- 9781479893287
- eISBN:
- 9781479872770
- Item type:
- chapter
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9781479893287.003.0010
- Subject:
- Law, Philosophy of Law
In this chapter, Linda Darling-Hammond confronts the question of what floor of educational opportunity a federal right to education should guarantee. Darling-Hammond considers research regarding the ...
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In this chapter, Linda Darling-Hammond confronts the question of what floor of educational opportunity a federal right to education should guarantee. Darling-Hammond considers research regarding the resources that students need to receive an excellent and equitable educational opportunity, including high-quality teachers and principals as well as access to a rigorous curriculum and the course materials and technology needed for a modern education. She argues that a federal right to education should guarantee these resources for all children as the nation strives to eliminate educational opportunity and achievement gaps.Less
In this chapter, Linda Darling-Hammond confronts the question of what floor of educational opportunity a federal right to education should guarantee. Darling-Hammond considers research regarding the resources that students need to receive an excellent and equitable educational opportunity, including high-quality teachers and principals as well as access to a rigorous curriculum and the course materials and technology needed for a modern education. She argues that a federal right to education should guarantee these resources for all children as the nation strives to eliminate educational opportunity and achievement gaps.
Kimberly Jenkins Robinson
- Published in print:
- 2019
- Published Online:
- September 2020
- ISBN:
- 9781479893287
- eISBN:
- 9781479872770
- Item type:
- chapter
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9781479893287.003.0014
- Subject:
- Law, Philosophy of Law
In this chapter, Kimberly Jenkins Robinson concludes this volume by highlighting many of the lessons that emerge from the chapters. She acknowledges the consensus among the authors regarding the ...
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In this chapter, Kimberly Jenkins Robinson concludes this volume by highlighting many of the lessons that emerge from the chapters. She acknowledges the consensus among the authors regarding the urgent need for new and impactful reforms that close opportunity and achievement gaps. She highlights the compelling justifications for a renewed federal commitment to equity and excellence given the failure of states to sustain commitments to equity and excellence for all students. She notes that several authors emphasize the importance of federal reforms that move beyond tinkering at the margins of educational opportunity and achievement. The authors in the volume also concur that a just society demands access to a high-quality education. Robinson explains that the collective insights of this volume establish that among the array of potential reforms, a federal right to education warrants serious consideration. She concludes by explaining how to forge a path toward a federal right to education, including building on a recent unprecedented public commitment by state education chiefs to advance educational equity.Less
In this chapter, Kimberly Jenkins Robinson concludes this volume by highlighting many of the lessons that emerge from the chapters. She acknowledges the consensus among the authors regarding the urgent need for new and impactful reforms that close opportunity and achievement gaps. She highlights the compelling justifications for a renewed federal commitment to equity and excellence given the failure of states to sustain commitments to equity and excellence for all students. She notes that several authors emphasize the importance of federal reforms that move beyond tinkering at the margins of educational opportunity and achievement. The authors in the volume also concur that a just society demands access to a high-quality education. Robinson explains that the collective insights of this volume establish that among the array of potential reforms, a federal right to education warrants serious consideration. She concludes by explaining how to forge a path toward a federal right to education, including building on a recent unprecedented public commitment by state education chiefs to advance educational equity.
Kate Fitzpatrick-Harnish
- Published in print:
- 2015
- Published Online:
- April 2015
- ISBN:
- 9780199778560
- eISBN:
- 9780190238872
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199778560.003.0002
- Subject:
- Music, History, American
Chapter 2 focuses on the importance of gaining a greater understanding of students’ lives and experiences to build on these experiences within the music classroom. The chapter opens with an ...
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Chapter 2 focuses on the importance of gaining a greater understanding of students’ lives and experiences to build on these experiences within the music classroom. The chapter opens with an examination of the “opportunity gap,” a counter to the frequently described “achievement gap” that is often associated with particular student populations. This section explains the documented structural inequities faced by many of these student populations even before formal school ever begins. The chapter also examines the concept of a “culture of power” that often leads teachers and administrators to misunderstand and misinterpret the behaviors of their students. Strategies for assisting students are provided. The chapter concludes with a discussion of the important issues of student race, ethnicity, and socioeconomic status, along with implications for the music classroom.Less
Chapter 2 focuses on the importance of gaining a greater understanding of students’ lives and experiences to build on these experiences within the music classroom. The chapter opens with an examination of the “opportunity gap,” a counter to the frequently described “achievement gap” that is often associated with particular student populations. This section explains the documented structural inequities faced by many of these student populations even before formal school ever begins. The chapter also examines the concept of a “culture of power” that often leads teachers and administrators to misunderstand and misinterpret the behaviors of their students. Strategies for assisting students are provided. The chapter concludes with a discussion of the important issues of student race, ethnicity, and socioeconomic status, along with implications for the music classroom.
Tina P. Kruse
- Published in print:
- 2019
- Published Online:
- February 2019
- ISBN:
- 9780190849795
- eISBN:
- 9780190849825
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190849795.001.0001
- Subject:
- Social Work, Communities and Organizations, Children and Families
Making Change: Youth Social Entrepreneurship as an Approach to Positive Youth and Community Development connects multiple fields of practices and scholarship to explore a youth-focused model for ...
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Making Change: Youth Social Entrepreneurship as an Approach to Positive Youth and Community Development connects multiple fields of practices and scholarship to explore a youth-focused model for promoting social justice. Social entrepreneurship creates opportunities, especially for youth in marginalized communities where the opportunity gap, suppressed social mobility, and economic disparity are most profound. In such settings, engaging youth as leaders of social change offers the potentially exponential benefits of personal empowerment, community improvement, and economic transformation. Written for audiences in both academia and in the field of youth work, Making Change advances the fields of positive youth development and community enhancement by linking youth social entrepreneurship as a means to socially just impact.Less
Making Change: Youth Social Entrepreneurship as an Approach to Positive Youth and Community Development connects multiple fields of practices and scholarship to explore a youth-focused model for promoting social justice. Social entrepreneurship creates opportunities, especially for youth in marginalized communities where the opportunity gap, suppressed social mobility, and economic disparity are most profound. In such settings, engaging youth as leaders of social change offers the potentially exponential benefits of personal empowerment, community improvement, and economic transformation. Written for audiences in both academia and in the field of youth work, Making Change advances the fields of positive youth development and community enhancement by linking youth social entrepreneurship as a means to socially just impact.
Gilda L. Ochoa
- Published in print:
- 2013
- Published Online:
- August 2015
- ISBN:
- 9780816687398
- eISBN:
- 9781452948898
- Item type:
- chapter
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816687398.003.0002
- Subject:
- Sociology, Race and Ethnicity
Teachers and administrators explain the educational differences between students. Such explanations focus on biological and cultural arguments where Asian Americans are assumed to value schooling and ...
More
Teachers and administrators explain the educational differences between students. Such explanations focus on biological and cultural arguments where Asian Americans are assumed to value schooling and hard work more than Latinas/os. Along with a discussion of the general silence regarding Whites, white privilege, and whiteness in general at the school, there is also consideration of how federal educational policies that emphasize performance on standardized tests influence school discourses and practices.Less
Teachers and administrators explain the educational differences between students. Such explanations focus on biological and cultural arguments where Asian Americans are assumed to value schooling and hard work more than Latinas/os. Along with a discussion of the general silence regarding Whites, white privilege, and whiteness in general at the school, there is also consideration of how federal educational policies that emphasize performance on standardized tests influence school discourses and practices.
Gilda L. Ochoa
- Published in print:
- 2013
- Published Online:
- August 2015
- ISBN:
- 9780816687398
- eISBN:
- 9781452948898
- Item type:
- chapter
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816687398.003.0001
- Subject:
- Sociology, Race and Ethnicity
Beginning with students’ reflections on the racial/ethnic divides on campus, this chapter provides the book’s socio-political and academic context. I challenge the limitations of studies and policies ...
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Beginning with students’ reflections on the racial/ethnic divides on campus, this chapter provides the book’s socio-political and academic context. I challenge the limitations of studies and policies that focus on a so-called achievement gap. I then explain the neoliberal and neoconservative context, how this work adds to the academic scholarship, the book’s macro-meso-micro framework (which includes a brief history of Mexican Americans, Chinese Americans, and Korean Americans). The introduction ends with a chapter outline.Less
Beginning with students’ reflections on the racial/ethnic divides on campus, this chapter provides the book’s socio-political and academic context. I challenge the limitations of studies and policies that focus on a so-called achievement gap. I then explain the neoliberal and neoconservative context, how this work adds to the academic scholarship, the book’s macro-meso-micro framework (which includes a brief history of Mexican Americans, Chinese Americans, and Korean Americans). The introduction ends with a chapter outline.
Kimberly Jenkins Robinson (ed.)
- Published in print:
- 2019
- Published Online:
- September 2020
- ISBN:
- 9781479893287
- eISBN:
- 9781479872770
- Item type:
- book
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9781479893287.001.0001
- Subject:
- Law, Philosophy of Law
This book brings together an array of leading scholars to engage three critical questions surrounding the current debate over a federal right to education. First, should the United States recognize ...
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This book brings together an array of leading scholars to engage three critical questions surrounding the current debate over a federal right to education. First, should the United States recognize such a right? The authors of part 1 collectively answer this question as they weigh the arguments for and against. They paint a picture of crippling inequality within our schools—sharing accounts of massive racial and socioeconomic disparities along the way—which compels them to form a nearly unanimous consensus that a federal right to education would reap important benefits for all students. But even assuming this is true, a second question remains as to how the United States could establish such a right. Accordingly, the authors of part 2 explore three different mechanisms for establishing a federal right: implying the right through the Constitution, enacting the right in federal law, or adopting it through a constitutional amendment. Finally, if a federal right to education is recognized, what should it guarantee? The authors of part 3 confront this critical substantive question by weaving novel policy solutions together with evidence-based reforms to present options for ensuring that a federal right to education encompasses the tools and policy levers that are necessary to accomplish the goals that reformers espouse. Their proposals also provide key insights for impactful reforms for state courts interpreting education rights as well state lawmakers seeking to improve educational opportunities and outcomes. In response to these and other fundamental questions about the vast opportunity and achievement gaps of American schoolchildren, this volume builds on the current dialogue—both political and scholarly—that contends that education is the critical civil rights issue of our time.Less
This book brings together an array of leading scholars to engage three critical questions surrounding the current debate over a federal right to education. First, should the United States recognize such a right? The authors of part 1 collectively answer this question as they weigh the arguments for and against. They paint a picture of crippling inequality within our schools—sharing accounts of massive racial and socioeconomic disparities along the way—which compels them to form a nearly unanimous consensus that a federal right to education would reap important benefits for all students. But even assuming this is true, a second question remains as to how the United States could establish such a right. Accordingly, the authors of part 2 explore three different mechanisms for establishing a federal right: implying the right through the Constitution, enacting the right in federal law, or adopting it through a constitutional amendment. Finally, if a federal right to education is recognized, what should it guarantee? The authors of part 3 confront this critical substantive question by weaving novel policy solutions together with evidence-based reforms to present options for ensuring that a federal right to education encompasses the tools and policy levers that are necessary to accomplish the goals that reformers espouse. Their proposals also provide key insights for impactful reforms for state courts interpreting education rights as well state lawmakers seeking to improve educational opportunities and outcomes. In response to these and other fundamental questions about the vast opportunity and achievement gaps of American schoolchildren, this volume builds on the current dialogue—both political and scholarly—that contends that education is the critical civil rights issue of our time.
Gilda L. Ochoa
- Published in print:
- 2013
- Published Online:
- August 2015
- ISBN:
- 9780816687398
- eISBN:
- 9781452948898
- Item type:
- chapter
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816687398.003.0003
- Subject:
- Sociology, Race and Ethnicity
Students describe the school policies and practices influencing their educational trajectories and peer relationships. Of particular importance are the significance of segregated and unequally valued ...
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Students describe the school policies and practices influencing their educational trajectories and peer relationships. Of particular importance are the significance of segregated and unequally valued middle schools and the inequalities attached to a rigid track system that includes placement in the International Baccalaureate Program, Advancement Via Individual Determination Program, or non-honors college preparatory classes.Less
Students describe the school policies and practices influencing their educational trajectories and peer relationships. Of particular importance are the significance of segregated and unequally valued middle schools and the inequalities attached to a rigid track system that includes placement in the International Baccalaureate Program, Advancement Via Individual Determination Program, or non-honors college preparatory classes.
Gilda L. Ochoa
- Published in print:
- 2013
- Published Online:
- August 2015
- ISBN:
- 9780816687398
- eISBN:
- 9781452948898
- Item type:
- chapter
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816687398.003.0005
- Subject:
- Sociology, Race and Ethnicity
This chapter reveals the intensification of a tutoring industry. Some students—primarily middle and upper middle class Asian American students–receive extensive tutoring in Chinese schools and from ...
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This chapter reveals the intensification of a tutoring industry. Some students—primarily middle and upper middle class Asian American students–receive extensive tutoring in Chinese schools and from for-profit organizations. In contrast, many Latina/o students across class position receive no tutoring or limited tutoring. Such unequal access to tutoring fuels academic and social differences, and some teachers are even changing their curriculum in ways that benefit students with tutoring.Less
This chapter reveals the intensification of a tutoring industry. Some students—primarily middle and upper middle class Asian American students–receive extensive tutoring in Chinese schools and from for-profit organizations. In contrast, many Latina/o students across class position receive no tutoring or limited tutoring. Such unequal access to tutoring fuels academic and social differences, and some teachers are even changing their curriculum in ways that benefit students with tutoring.
Gilda L. Ochoa
- Published in print:
- 2013
- Published Online:
- August 2015
- ISBN:
- 9780816687398
- eISBN:
- 9781452948898
- Item type:
- chapter
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816687398.003.0008
- Subject:
- Sociology, Race and Ethnicity
Reflecting on my experiences sharing the research findings with the school, this chapter conveys the urgency and the difficulty of change. While presenting, I learned that some heard my analysis ...
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Reflecting on my experiences sharing the research findings with the school, this chapter conveys the urgency and the difficulty of change. While presenting, I learned that some heard my analysis through the same frameworks that I aimed to critique. Others found it difficult to transform school practices in the current period of schooling where assessment drives education.Less
Reflecting on my experiences sharing the research findings with the school, this chapter conveys the urgency and the difficulty of change. While presenting, I learned that some heard my analysis through the same frameworks that I aimed to critique. Others found it difficult to transform school practices in the current period of schooling where assessment drives education.
Kristine L. Bowman
- Published in print:
- 2019
- Published Online:
- September 2020
- ISBN:
- 9781479893287
- eISBN:
- 9781479872770
- Item type:
- chapter
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9781479893287.003.0003
- Subject:
- Law, Philosophy of Law
In this chapter, Kristine Bowman continues this volume’s exploration of why a federal right to education would be beneficial. She explores state-level obstacles to closing educational opportunity ...
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In this chapter, Kristine Bowman continues this volume’s exploration of why a federal right to education would be beneficial. She explores state-level obstacles to closing educational opportunity gaps that explain why the United States should not solely rely on state courts or legislatures to remedy inequitable and inadequate state education systems. At the state level, weak or unenforceable rights to education, limited fiscal capacity, and the absence of sufficient political will too often intersect in ways that undermine educational opportunity and leave many schoolchildren without an effective avenue for relief. Bowman focuses on Michigan as a case study to understand these dynamics and also situates Michigan’s experience in a national context that sheds light on the limitations of state reform.Less
In this chapter, Kristine Bowman continues this volume’s exploration of why a federal right to education would be beneficial. She explores state-level obstacles to closing educational opportunity gaps that explain why the United States should not solely rely on state courts or legislatures to remedy inequitable and inadequate state education systems. At the state level, weak or unenforceable rights to education, limited fiscal capacity, and the absence of sufficient political will too often intersect in ways that undermine educational opportunity and leave many schoolchildren without an effective avenue for relief. Bowman focuses on Michigan as a case study to understand these dynamics and also situates Michigan’s experience in a national context that sheds light on the limitations of state reform.
Gilda L. Ochoa
- Published in print:
- 2013
- Published Online:
- August 2015
- ISBN:
- 9780816687398
- eISBN:
- 9781452948898
- Item type:
- chapter
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816687398.003.0009
- Subject:
- Sociology, Race and Ethnicity
Beginning with a discussion of a program that was established at the school after my research, this chapter discusses what the high school teaches us about the detrimental impacts of the current ...
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Beginning with a discussion of a program that was established at the school after my research, this chapter discusses what the high school teaches us about the detrimental impacts of the current state of U.S. schooling. In many ways, the high school under study is any-school USA. Just as it is premised on competition, individualism, and assimilation, it overlooks the significance of opportunity and social gaps and the wealth of knowledge, experiences, and resources that its students, their families, and the surrounding communities possess.Less
Beginning with a discussion of a program that was established at the school after my research, this chapter discusses what the high school teaches us about the detrimental impacts of the current state of U.S. schooling. In many ways, the high school under study is any-school USA. Just as it is premised on competition, individualism, and assimilation, it overlooks the significance of opportunity and social gaps and the wealth of knowledge, experiences, and resources that its students, their families, and the surrounding communities possess.