Racial Politics and the Elusive Quest for Excellence and Equity in Education

Datos Bibliográficos

ID9729201
AutoresPedro Noguera (0000-0003-1061-0008, Harvard University Press, autor de correspondencia), Pedro A Noguera (Harvard University)
Año2001
Volumen34
Número1
Páginas18-41
Fecha de publicación2001-11-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducation and Urban Society (JOURNAL)
Identificadores de la revistaISSN: 0013-1245 • E-ISSN: 1552-3535
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/0013124501341003
OpenAlexW2081437321
IdiomaEN
Citas recibidas35
Referencias citadas20

This article examines the factors that influence the development of educational policies and practices designed to ameliorate the achievement gap in relatively affluent school districts. To provide a context for understanding the issues surrounding efforts to promote educational equity, the article begins by describing initiatives undertaken by schools in the recently established Minority Student Achievement Network (MSAN). The remainder of the article draws on research collected from a 4-year study carried out at Berkeley High School (BHS) to illustrate how racial disparities in academic outcomes are influenced by the structure of opportunity within schools and how efforts to address inequities often become politicized. The goal is to use the case of BHS to show how political factors complicate efforts to reduce racial disparities in student achievement and to make it clear why political strategies, rather than educational strategies alone, are needed to respond to the racial achievement gap

Academic achievement · At-risk students · Context (archaeology · Economic growth · Economics · Educational Equity · Equity (law · Excellence · Pedagogy · Political science · Politics · Public relations · Racial bias · Racism · Sociology · Student achievement · Critical Race Theory in Education · Gender Studies · School Choice and Performance · Teacher Education and Leadership Studies