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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 Presentation
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A100 Week 14 (Bonus Week)
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Page 1: A100 Week 14 (Bonus Week)

A100 Week 14 (Bonus Week)

Page 2: A100 Week 14 (Bonus Week)

New Topic: “Race, Class, Power and School Reform

Page 3: A100 Week 14 (Bonus Week)

What makes for a constructive discussion when talking about race?

.

Page 4: A100 Week 14 (Bonus Week)

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.

Page 5: A100 Week 14 (Bonus Week)

Race, class and power: How do they matter

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Page 6: A100 Week 14 (Bonus Week)

Race, class and power: How do they matter (cntd)

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Page 7: A100 Week 14 (Bonus Week)

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)

Page 8: A100 Week 14 (Bonus Week)

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

Page 9: A100 Week 14 (Bonus Week)

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?

Page 10: A100 Week 14 (Bonus Week)

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/

Page 11: A100 Week 14 (Bonus Week)

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?

Page 12: A100 Week 14 (Bonus Week)

Race, class and power: How do they matter

Micro level (individuals, families, and communities) Unequal childhoods

Oppositional culture

Stereotype threat

Page 13: A100 Week 14 (Bonus Week)

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

Page 14: A100 Week 14 (Bonus Week)

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

Page 15: A100 Week 14 (Bonus Week)

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

Page 16: A100 Week 14 (Bonus Week)

Stereotype Threat: Race

Source: Steele and Aronson (1995)

Page 17: A100 Week 14 (Bonus Week)

Stereotype Threat: Gender

Source: Spencer and Steele (1999)

Page 18: A100 Week 14 (Bonus Week)

Stereotype Threat

Shih, Pittinsky and Ambady (1999) Asian-American women and a math test

What do you think happened?

Page 19: A100 Week 14 (Bonus Week)

Stereotype Threat

0%

10%

20%

30%

40%

50%

60%

Testresults

Asian identity

No identity

Female identity

Page 20: A100 Week 14 (Bonus Week)

Stereotype Threat Mechanisms

Anxiety Desire to disprove overall stereotypes Version of self-fulfilling prophecy

Have you ever felt stereotype threat?

Page 21: A100 Week 14 (Bonus Week)

New Topic: “From Analysis to Action: Overcoming Inequalities of Race, Class and Power”

Page 22: A100 Week 14 (Bonus Week)

From Analysis to Action: Mobilizing to Overcome Inequality

Resources, opportunities, and strategies

Be creative about resources and realistic about power

Page 23: A100 Week 14 (Bonus Week)

Attacking Inequalities of Race, Class and Power: Example 1: Montgomery County

Resources• ads

Realistic about power• asfa

Opportunities• assd

Strategy• sfsd

Page 24: A100 Week 14 (Bonus Week)

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)

Page 25: A100 Week 14 (Bonus Week)

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

Page 26: A100 Week 14 (Bonus Week)

Attacking Inequalities of Race, Class and Power: Example 3: A Problem You Care About

Resources

Realistic about power

Opportunities

Strategy

Page 27: A100 Week 14 (Bonus Week)

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%

Page 28: A100 Week 14 (Bonus Week)

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.

Page 29: A100 Week 14 (Bonus Week)

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.

Page 30: A100 Week 14 (Bonus Week)

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


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