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019 $a959031172$a992888473
020 $a9780199711536$q(electronic bk.)
020 $a0199711534$q(electronic bk.)
020 $a9780190250874$q(electronic bk.)
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020 $z9780195342727$q(hardcover ;$qalk. paper)
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050 4 $aLC212.2$b.D53 2015
072 7 $aEDU$x001000$2bisacsh
072 7 $aEDU$x034000$2bisacsh
082 04 $a379.2/60973$223
100 1 $aLewis, Amanda E.,$d1970-$eauthor.
245 10 $aDespite the best intentions :$bhow racial inequality thrives in good schools /$cAmanda E. Lewis and John B. Diamond.
264 1 $aOxford :$bOxford University Press,$c[2015]
264 4 $c©2015
300 $a1 online resource (xix, 249 pages)
336 $atext$btxt$2rdacontent
337 $acomputer$bc$2rdamedia
338 $aonline resource$bcr$2rdacarrier
490 1 $aTransgressing boundaries
520 $a"On the surface, Riverview High School looks like the post-racial ideal. Serving an enviably affluent, diverse, and liberal district, the school is well-funded, its teachers are well-trained, and many of its students are high-achieving. Yet Riverview has not escaped the same unrelenting question that plagues schools throughout America: why is it that even when all of the circumstances seem right, black and Latina/o students continue to lag behind their peers? Through five years' worth of interviews and data-gathering at Riverview, Amanda Lewis and John Diamond have created a powerful and illuminating study of how the racial achievement gap continues to afflict American schools more than fifty years after the formal dismantling of segregation. As students progress from elementary school to middle school to high school, their level of academic achievement increasingly tracks along racial lines, with white and Asian students maintaining higher GPAs and standardized testing scores, taking more advanced classes, and attaining better college admission results than their black and Latina/o counterparts. Most research to date has focused on the role of poverty, family stability, and other external influences in explaining poor performance at school, especially in urban contexts. Diamond and Lewis instead situate their research in a suburban school, and look at what factors within the school itself could be causing the disparity. Most crucially, they challenge many common explanations of the "racial achievement gap," exploring what race actually means in this situation, and how it matters. Diamond and Lewis' research brings clarity and data into a debate that is too often dominated by stereotyping, race-baiting, and demagoguery. An in-depth study with far-reaching consequences, Despite the Best Intentions revolutionizes our understanding of both the knotty problem of academic disparities and the larger question of the color line in American society."--Publisher's description.
520 $aOn the surface, Riverview High School looks like the post-racial ideal. Serving an enviably affluent and diverse district, the school is well-funded, its teachers are well-trained, and many of its students are high-achieving. Yet Riverview has not escaped the same question that plagues schools throughout America: why is it that even when all of the circumstances seem right, black and Latina/o students continue to lag behind their peers? The authors present their study of how the racial achievement gap continues to afflict American schools more than fifty years after the formal dismantling of segregation. Their book addresses both the knotty problem of academic disparities and the larger question of the color line in American society.
504 $aIncludes bibliographical references and index.
505 0 $aIntroduction -- Race, oppositional culture, and school outcomes : are we barking up the wrong tree? -- The road to detention is paved with good intentions : race and discipline at Riverview -- "It's like two high schools" : race, tracking, and performance expectations -- Opportunity hoarding : creating and maintaining racial advantage -- Conclusion.
588 0 $aPrint version record.
650 0 $aDiscrimination in education$zUnited States.
650 0 $aRacism in education$zUnited States.
650 0 $aEducational equalization$zUnited States.
650 6 $aDiscrimination en éducation$zÉtats-Unis.
650 6 $aRacisme en éducation$zÉtats-Unis.
650 6 $aDémocratisation de l'enseignement$zÉtats-Unis.
650 7 $aEDUCATION$xAdministration$xGeneral.$2bisacsh
650 7 $aEDUCATION$xEducational Policy & Reform$xGeneral.$2bisacsh
650 7 $aDiscrimination in education.$2fast$0(OCoLC)fst00895037
650 7 $aEducational equalization.$2fast$0(OCoLC)fst00903418
650 7 $aRacism in education.$2fast$0(OCoLC)fst01737534
651 7 $aUnited States.$2fast$0(OCoLC)fst01204155
655 0 $aElectronic books.
655 4 $aElectronic books.
700 1 $aDiamond, John B.,$eauthor.
776 08 $iPrint version:$aLewis, Amanda E., 1970-$tDespite the best intentions.$dNew York : Oxford University Press, [2015]$z9780195342727$w(DLC) 2014044454$w(OCoLC)907642006
830 0 $aTransgressing boundaries.
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