Celebrating Diversity and Denying Disparities
A Critical Assessment
Bibliographic Data
| ID | 9733004 |
|---|---|
| Authors | Sarah Theule Lubienski (0000-0002-0162-0733, The Department of Curriculum and Instruction, College of Education, Iowa State University, N131 Lagomarcina Hall, Ames, IA 50011-3190; . Her interests include intersections among mathematics instruction, educational reform, and equity, corresponding author) |
| Year | 2003 |
| Volume | 32 |
| Issue | 8 |
| Pages | 30-38 |
| Publication date | 2003-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x032008030 |
| OpenAlex | W2063017849 |
| Language | EN |
| Citations received | 26 |
| References cited | 65 |
In the past, researchers concerned with educational achievement gaps sought to identify underlying causes of those gaps by examining deficiencies of students’ home backgrounds. In reaction against this “blame the victim” approach, scholars have moved toward focusing on positive aspects of diversity. This article raises critical questions about the tradeoffs of framing all diversity as positive. The author contends that such framings divert attention from socioeconomic diversity and obscure larger, structural inequities. Moreover, by avoiding the difficult issues that many marginalized parents, students, and their teachers face daily, educational research risks becoming less useful and credible
Blame · Criminology · Cultural diversity · Diversity (politics · Face (sociological concept · Framing (construction · Geography · Political science · Population · Public relations · Social science · Socioeconomic status · Sociology · Critical Race Theory in Education · Law · Parental Involvement in Education · Psychology · School Choice and Performance · Social Psychology
Are schools shortchanging boys or girls? The answer rests on methods and assumptions
Funds of knowledge for the poor and forms of capital for the rich? A capital approach to examining funds of knowledge
The Culturalization of Class and the Occluding of Class Consciousness
The quest for justice in education
Investigating the challenges and opportunities of a bilingual equity knowledge brokering network
Diversité et minorités au prisme de réformes éducatives. Approche comparative de la “Révolution du bon sens” en Ontario (Canada) et des “Écoles de demain” en Nouvelle-Zélande
Moving towards an integrated approach
Public Sociology or Partisan Sociology? The Curious Case of Whiteness Studies
La Creciente Brecha entre las Disposiciones Educativas Colombianas, las Proclamaciones Oficiales y las Realidades del Aula de Clase
Funds of Knowledge
Linguistic Access and Participation
Please Mr Hay, what are my poss(abilities)?’
The Danes are rich and live in the villas; the others live in the blocks of flats’
Rethinking ‘cultural activities’
Funds of knowledge—a conceptual critique
Exploring the role of community cultural wealth in university access for minority students
The Effect of Schooling on Students’ Out-of-School Experience
Denying Pathology While Implying It? Avoiding Person-Centered Pathology Traps in Counter-Deficit Research
Are we invisible?’ Power‐geometries of conviviality in a superdiverse London neighbourhood
The Race for Class
Tying it All Together
College Aspirations and Limitations
Dilemmas in Scaling Up Innovations in Elementary Science Instruction With Nonmainstream Students
Racialized Compensatory Cultivation
School Sector and Academic Achievement
Intersectoral Mobilization in Child Development
Savage inequalities
Research in Sociology of Education and Socialization (Research in Sociology of Education)
Adolescents' worlds
The unknown city
Schooling disadvantaged children
Race, identity, and representation in education
Race, Identity, and Representation in Education
Metaphors We Live By
Skills and Other Dilemmas of a Progressive Black Educator
Early Experience and the Socialization of Cognitive Modes in Children
Teacher Quality and Student Achievement
Teaching and Learning Mathematics for Social Justice in an Urban, Latino School
Racial Stratification and Education in the United States
Knowledge, Education, and Cultural Change
Culture and poverty
The bell curve
Equality of educational opportunity
Learning to Labor
Cultural Complexity
Ghetto Schooling
Ways with Words
The Truly Disadvantaged
Making The Difference
Meaningful Differences in the Everyday Experience of Young American Children
White Privilege
The Truly Disadvantaged
The Impact of Economic Hardship on Black Families and Children
Seeing classes
Social Class and School Knowledge
Problems of Pragmatism in Public Policy
Consequences of growing up poor
Social Inequality
Dismantling Desegregation
Racial and Ethnic Achievement Gap Trends
Bilingual Classroom Studies and Community Analysis
Can Multicultural Education Change What Counts as Cultural Capital
Anthropological Theory in North America
In other worlds
The Black-White Test Score Gap
How the Question We Ask Most About Race in Education Is the Very Question We Most Suppress
Toward a Theory of Culturally Relevant Pedagogy
Invisible Inequality
The Unseen World
Incorporating Race, Gender, and Class Issues into a Critical Mathematica Literacy Curriculum
A Closer Look at Black-White Mathematics Gaps
Social Class Differences in Family-School Relationships
Cultural Capital
What Will We Do When Culture Does Not Exist Anymore
Intra-Cultural Diversity
Social Class and Parent-Child Relationships
| Unique citing works | 26 |
|---|---|
| Citations per year | 1,24 |
| Citation span | 2005 - 2026 (22) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 25 |