Prudence L Carter
Datos Biográficos
| ID | 87826 |
|---|---|
| NOMBRE | Prudence L Carter |
| NOMBRES | Prudence L |
| APELLIDO | Carter |
| FIRMA | CARTER P L |
| AFILIACIONES | University of California, Berkeley |
| ORCID | 0000-0003-0000-2455 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 24 |
| TOTAL DE CITAS | 407 |
| TOTAL COMO AUTOR | 23 |
| TOTAL COMO EDITOR | 1 |
| PRIMER AÑO DE PUBLICACIÓN | 2003 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 6 |
Unrealized Integration in Education, Sociology, and Society
In the 2023 ASA presidential address, Prudence Carter delves into the landscape of U.S. society, tracing some of its historical progress and confronting contemporary social, economic, educational, and political challenges. Central to her argument is an exploration of the concept of "unrealized integration" and how it has hindered the nation's march toward an inclusive, multiracial democracy. Carter describes and characterizes the current state of…
US Dominant Achievement Ideology Fuels Inequality
Th Annual Aera Brown Lecture in Education Research “A Shade Less Offensive”
The historical record reveals that in the final opinion of the landmark school segregation case Cooper v. Aaron, the U.S. Supreme Court justices intentionally used the term “desegregation” rather than “integration” to soften the ire of those opposed to the Brown v. Board of Education decision. The justices believed that Southern resisters to integrations would find the former term “a shade less offensive” than the latter. In this lecture, educati…
Getting Something to Eat in Jackson
Sociological Imaginations for Anti-Racist Futures
In this interview, Dr Prudence Carter, 2021-2022 President-Elect of the American Sociological Association, discusses how sociology can contribute to anti-racist futures across national contexts. Her insights point to the need for greater self-awareness in sociology regarding race and racism, for clarification of our aims and for better articulation and translation of popularized theoretical concepts, such as structural racism, to the general publ…
The Privileged Poor
Epistemic and Social Diversity as Sociology's Strengths
Social Science-Based Pathways to Reduce Social Inequality in Youth Outcomes and Opportunities at Scale
Despite a recent call for an expanded research agenda that is more likely to produce tangible societal reductions in inequality, efforts to articulate how social scientists can actually pursue this agenda remain few and far between. The central question this article addresses is, What can social scientists do to deliver the forms of knowledge that may lead to a reduction of social inequalities in youth outcomes and opportunities at large scale? D…
Research and Other Forms of Rhetoric in Media Coverage of Student Achievement
Background Media play an important role in shaping public perceptions of education policies, yet few studies have explored how research evidence is included in media coverage of education reforms. Purpose In this study, we investigate how research appears in the public discourse of student achievement in the context of the reauthorization of the Elementary and Secondary Education Act (2011-2013). Specifically, we analyze the school reforms and st…
When the Past Is in the Present
The legacies of a racial and ethnocentric past continue to have implications for the present in South Africa and Rwanda, particularly within the realm of education. Although in both societies, the governments have addressed their repressive and violent histories through the implementation of color-blind (or nonracial/ethnic) policies that espouse national unity and reconciliation, these very same policies inadvertently reinforce old divisions. Th…
Self‐Interests, Corporatization and Rising Educational Inequality in Public Higher Education
The Multidimensional Problems of Educational Inequality Require Multidimensional Solutions
We have a fundamental problem in our society. Inequality is at an all-time high. The stubborn roots of inequality continue to entrench historically disadvantaged groups at the bottom of the ladder
You Can’t Fix What You Don’t Look At
Racial/ethnic stereotypes are deep rooted in our history; among these, the dangerous Black male stereotype is especially relevant to issues of differential school discipline today. Although integration in the wake of Brown v. Board of Education was intended to counteract stereotype and bias, resegregation has allowed little true integration. Thus, old patterns continue to be reinforced through the ongoing processes of implicit bias, micro-aggress…
Educational Equality Is a Multifaceted Issue
The Coleman Report concluded that if students of color attended schools with more white students, they were likely to garner significantly better achievement results. Several contextual factors should be considered, however, before we make strong conclusions about the strength of the effect of racial and ethnic minority students attending school with white students. This paper makes a case for considering the necessity of both the “material” and …
Carter Comment on Downey and Condron
Learning the Hard Way
Closing the Opportunity Gap
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 aftertho…
Stubborn RootsRace, Culture, and Inequality in U.S. and South African Schools
This book details a sociological, comparative analysis of the institutional and group dynamics in eight schools located within four cities in the United States and South Africa. This book details how even as discussions and approaches to educational equality differ significantly in two nations rebounding from centuries of overt practices of racial and social inequality, many everyday school exchanges and practices parallel one another. Educators …
Excerpt from Stubborn Roots
Prudence L. Carter takes on the formidable task of assessing the impact of race on the culture of public schools, among both students and faculty, in two nations marked by histories of extreme racial inequality: the United States and South Africa. Through school visits, interviews, and patient compilation of statistics, she examines the salience, and in some cases the slippery role, of race in interpersonal and professional relations. In the proc…
Evaluating Agency and Responsibility in Gendered Violence
Straddling Boundaries
This article presents the results of an investigation of the following questions: How do low-income African American and Latino youths negotiate the boundaries between school and peer group contexts? Do variable forms of negotiation exist? If so, what are they, and how do they manifest? In addressing these questions, the author posits two arguments that directly challenge the 'acting white' thesis. The first is that black and Latino students' aca…
Beyond Ascription
Amanda E. Lewis, Race in the Schoolyard: Negotiating the Color Line in Classrooms and Communities. New Brunswick: Rutgers University Press, 2003, 243 pages, ISBN: 0-8135-3225-6, Cloth, $60.00, and Paper, $22.00. John U. Ogbu, Black American Students in an Affluent Suburb: A Study of Academic Disengagement. Mahwah, New Jersey: Lawrence Erlbaum Associates, 2003, 320 pages, ISBN: 0-8058-4516-X, Cloth, $69.95, Paper, $32.50. Douglas Massey, Camille C…
Shades of White
What does it mean to be young, American, and white at the dawn of the twenty-first century? By exploring this question and revealing the everyday social processes by which high school students define white identities, Pamela Perry offers much-needed insights into the social construction of race and among youth. Through ethnographic research and in-depth interviews of students in two demographically distinct U.S. high schools-one suburban and pred…
Black'' Cultural Capital, Status Positioning, and Schooling Conflicts for Low-Income African American Youth
Previous literature has failed to empirically demonstrate the conceptual distinction that social scientists make between "dominant" and "non-dominant" cultural capital. This article provides evidence of the coexistence of these two forms of capital within the social and academic lives of poor ethnic minority students. Using in-depth interviews with 44 low-income African American youth, I illustrate how these students negotiate their perceptions o…
Black'' Cultural Capital, Status Positioning, and Schooling Conflicts for Low-Income African American Youth
Previous literature has failed to empirically demonstrate the conceptual distinction that social scientists make between "dominant" and "non-dominant" cultural capital. This article provides evidence of the coexistence of these two forms of capital within the social and academic lives of poor ethnic minority students. Using in-depth interviews with 44 low-income African American youth, I illustrate how these students negotiate their perceptions o…
Straddling Boundaries
This article presents the results of an investigation of the following questions: How do low-income African American and Latino youths negotiate the boundaries between school and peer group contexts? Do variable forms of negotiation exist? If so, what are they, and how do they manifest? In addressing these questions, the author posits two arguments that directly challenge the 'acting white' thesis. The first is that black and Latino students' aca…
You Can’t Fix What You Don’t Look At
Racial/ethnic stereotypes are deep rooted in our history; among these, the dangerous Black male stereotype is especially relevant to issues of differential school discipline today. Although integration in the wake of Brown v. Board of Education was intended to counteract stereotype and bias, resegregation has allowed little true integration. Thus, old patterns continue to be reinforced through the ongoing processes of implicit bias, micro-aggress…
Social Science-Based Pathways to Reduce Social Inequality in Youth Outcomes and Opportunities at Scale
Despite a recent call for an expanded research agenda that is more likely to produce tangible societal reductions in inequality, efforts to articulate how social scientists can actually pursue this agenda remain few and far between. The central question this article addresses is, What can social scientists do to deliver the forms of knowledge that may lead to a reduction of social inequalities in youth outcomes and opportunities at large scale? D…
Evaluating Agency and Responsibility in Gendered Violence
The Multidimensional Problems of Educational Inequality Require Multidimensional Solutions
We have a fundamental problem in our society. Inequality is at an all-time high. The stubborn roots of inequality continue to entrench historically disadvantaged groups at the bottom of the ladder
Th Annual Aera Brown Lecture in Education Research “A Shade Less Offensive”
The historical record reveals that in the final opinion of the landmark school segregation case Cooper v. Aaron, the U.S. Supreme Court justices intentionally used the term “desegregation” rather than “integration” to soften the ire of those opposed to the Brown v. Board of Education decision. The justices believed that Southern resisters to integrations would find the former term “a shade less offensive” than the latter. In this lecture, educati…
Getting Something to Eat in Jackson
Sociological Imaginations for Anti-Racist Futures
In this interview, Dr Prudence Carter, 2021-2022 President-Elect of the American Sociological Association, discusses how sociology can contribute to anti-racist futures across national contexts. Her insights point to the need for greater self-awareness in sociology regarding race and racism, for clarification of our aims and for better articulation and translation of popularized theoretical concepts, such as structural racism, to the general publ…
Epistemic and Social Diversity as Sociology's Strengths
When the Past Is in the Present
The legacies of a racial and ethnocentric past continue to have implications for the present in South Africa and Rwanda, particularly within the realm of education. Although in both societies, the governments have addressed their repressive and violent histories through the implementation of color-blind (or nonracial/ethnic) policies that espouse national unity and reconciliation, these very same policies inadvertently reinforce old divisions. Th…
Educational Equality Is a Multifaceted Issue
The Coleman Report concluded that if students of color attended schools with more white students, they were likely to garner significantly better achievement results. Several contextual factors should be considered, however, before we make strong conclusions about the strength of the effect of racial and ethnic minority students attending school with white students. This paper makes a case for considering the necessity of both the “material” and …
Carter Comment on Downey and Condron
Unrealized Integration in Education, Sociology, and Society
In the 2023 ASA presidential address, Prudence Carter delves into the landscape of U.S. society, tracing some of its historical progress and confronting contemporary social, economic, educational, and political challenges. Central to her argument is an exploration of the concept of "unrealized integration" and how it has hindered the nation's march toward an inclusive, multiracial democracy. Carter describes and characterizes the current state of…
Shades of White
What does it mean to be young, American, and white at the dawn of the twenty-first century? By exploring this question and revealing the everyday social processes by which high school students define white identities, Pamela Perry offers much-needed insights into the social construction of race and among youth. Through ethnographic research and in-depth interviews of students in two demographically distinct U.S. high schools-one suburban and pred…
Black'' Cultural Capital, Status Positioning, and Schooling Conflicts for Low-Income African American Youth
Previous literature has failed to empirically demonstrate the conceptual distinction that social scientists make between "dominant" and "non-dominant" cultural capital. This article provides evidence of the coexistence of these two forms of capital within the social and academic lives of poor ethnic minority students. Using in-depth interviews with 44 low-income African American youth, I illustrate how these students negotiate their perceptions o…
Beyond Ascription
Amanda E. Lewis, Race in the Schoolyard: Negotiating the Color Line in Classrooms and Communities. New Brunswick: Rutgers University Press, 2003, 243 pages, ISBN: 0-8135-3225-6, Cloth, $60.00, and Paper, $22.00. John U. Ogbu, Black American Students in an Affluent Suburb: A Study of Academic Disengagement. Mahwah, New Jersey: Lawrence Erlbaum Associates, 2003, 320 pages, ISBN: 0-8058-4516-X, Cloth, $69.95, Paper, $32.50. Douglas Massey, Camille C…
Evaluating Agency and Responsibility in Gendered Violence
Straddling Boundaries
This article presents the results of an investigation of the following questions: How do low-income African American and Latino youths negotiate the boundaries between school and peer group contexts? Do variable forms of negotiation exist? If so, what are they, and how do they manifest? In addressing these questions, the author posits two arguments that directly challenge the 'acting white' thesis. The first is that black and Latino students' aca…
Stubborn RootsRace, Culture, and Inequality in U.S. and South African Schools
This book details a sociological, comparative analysis of the institutional and group dynamics in eight schools located within four cities in the United States and South Africa. This book details how even as discussions and approaches to educational equality differ significantly in two nations rebounding from centuries of overt practices of racial and social inequality, many everyday school exchanges and practices parallel one another. Educators …
Excerpt from Stubborn Roots
Prudence L. Carter takes on the formidable task of assessing the impact of race on the culture of public schools, among both students and faculty, in two nations marked by histories of extreme racial inequality: the United States and South Africa. Through school visits, interviews, and patient compilation of statistics, she examines the salience, and in some cases the slippery role, of race in interpersonal and professional relations. In the proc…
Closing the Opportunity Gap
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 aftertho…
Learning the Hard Way
Educational Equality Is a Multifaceted Issue
The Coleman Report concluded that if students of color attended schools with more white students, they were likely to garner significantly better achievement results. Several contextual factors should be considered, however, before we make strong conclusions about the strength of the effect of racial and ethnic minority students attending school with white students. This paper makes a case for considering the necessity of both the “material” and …
Carter Comment on Downey and Condron
You Can’t Fix What You Don’t Look At
Racial/ethnic stereotypes are deep rooted in our history; among these, the dangerous Black male stereotype is especially relevant to issues of differential school discipline today. Although integration in the wake of Brown v. Board of Education was intended to counteract stereotype and bias, resegregation has allowed little true integration. Thus, old patterns continue to be reinforced through the ongoing processes of implicit bias, micro-aggress…
Self‐Interests, Corporatization and Rising Educational Inequality in Public Higher Education
The Multidimensional Problems of Educational Inequality Require Multidimensional Solutions
We have a fundamental problem in our society. Inequality is at an all-time high. The stubborn roots of inequality continue to entrench historically disadvantaged groups at the bottom of the ladder
When the Past Is in the Present
The legacies of a racial and ethnocentric past continue to have implications for the present in South Africa and Rwanda, particularly within the realm of education. Although in both societies, the governments have addressed their repressive and violent histories through the implementation of color-blind (or nonracial/ethnic) policies that espouse national unity and reconciliation, these very same policies inadvertently reinforce old divisions. Th…
Research and Other Forms of Rhetoric in Media Coverage of Student Achievement
Background Media play an important role in shaping public perceptions of education policies, yet few studies have explored how research evidence is included in media coverage of education reforms. Purpose In this study, we investigate how research appears in the public discourse of student achievement in the context of the reauthorization of the Elementary and Secondary Education Act (2011-2013). Specifically, we analyze the school reforms and st…
Social Science-Based Pathways to Reduce Social Inequality in Youth Outcomes and Opportunities at Scale
Despite a recent call for an expanded research agenda that is more likely to produce tangible societal reductions in inequality, efforts to articulate how social scientists can actually pursue this agenda remain few and far between. The central question this article addresses is, What can social scientists do to deliver the forms of knowledge that may lead to a reduction of social inequalities in youth outcomes and opportunities at large scale? D…
The Privileged Poor
Epistemic and Social Diversity as Sociology's Strengths
Th Annual Aera Brown Lecture in Education Research “A Shade Less Offensive”
The historical record reveals that in the final opinion of the landmark school segregation case Cooper v. Aaron, the U.S. Supreme Court justices intentionally used the term “desegregation” rather than “integration” to soften the ire of those opposed to the Brown v. Board of Education decision. The justices believed that Southern resisters to integrations would find the former term “a shade less offensive” than the latter. In this lecture, educati…
Getting Something to Eat in Jackson
Sociological Imaginations for Anti-Racist Futures
In this interview, Dr Prudence Carter, 2021-2022 President-Elect of the American Sociological Association, discusses how sociology can contribute to anti-racist futures across national contexts. Her insights point to the need for greater self-awareness in sociology regarding race and racism, for clarification of our aims and for better articulation and translation of popularized theoretical concepts, such as structural racism, to the general publ…
Unrealized Integration in Education, Sociology, and Society
In the 2023 ASA presidential address, Prudence Carter delves into the landscape of U.S. society, tracing some of its historical progress and confronting contemporary social, economic, educational, and political challenges. Central to her argument is an exploration of the concept of "unrealized integration" and how it has hindered the nation's march toward an inclusive, multiracial democracy. Carter describes and characterizes the current state of…
US Dominant Achievement Ideology Fuels Inequality
Sociology (24 obras) · Political science (15 obras) · Gender Studies (12 obras) · Law (11 obras) · Psychology (10 obras) · Social science (9 obras) · Politics (8 obras) · Gender Studies (7 obras) · Anthropology (6 obras) · Critical Race Theory in Education (6 obras)