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Author: Louise Archer
Publisher: Routledge
ISBN: 1134192479
Category : Education
Languages : en
Pages : 225
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Book Description
This timely and authoritative book builds upon, and contributes to, ongoing debates about levels of achievement among minority ethnic pupils, working class pupils and more generally, the issue of boys’ underachievement.
Author: Louise Archer
Publisher: Routledge
ISBN: 1134192479
Category : Education
Languages : en
Pages : 225
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Book Description
This timely and authoritative book builds upon, and contributes to, ongoing debates about levels of achievement among minority ethnic pupils, working class pupils and more generally, the issue of boys’ underachievement.
Author: Louise Archer
Publisher: Routledge
ISBN: 1134192460
Category : Education
Languages : en
Pages : 426
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Book Description
Providing fresh insights and understandings about educationally ‘successful’ minority ethnic pupils, this book examines the views, identities and educational experiences of those pupils who are undoubtedly ‘achieving’, but who tend to remain ignored within popular concerns about under-achievement. Combining a broad analysis of minority ethnic pupils’ achievement together with a novel, detailed case study of an educationally ‘successful’ group, the British-Chinese, this book examines a fascinating angle on debates about the reproduction of social inequalities. In this thought-provoking and highly accessible book, the authors: review the theoretical and policy context to issues of ‘race’, gender, social class and achievement discuss the role of teachers and schools explore Chinese parents’ views of their children’s education and explain how these families ‘produce’ and support achievement investigate British-Chinese pupils’ views on their approaches to learning and their educational identities examine the relationship between aspirations and educational achievement consider the complexity and subtlety of racisms experienced by ‘successful’ minority ethnic pupils. This timely and authoritative book contributes to the ongoing debates about levels of achievement among minority ethnic pupils and is an essential book for all researchers, students, education professionals and policy-makers.
Author: Louise Archer
Publisher:
ISBN: 9780415372824
Category : Education
Languages : en
Pages : 205
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Book Description
Looks at minority ethnic academic achievement along with a case study of the academic success of British-Chinese students.
Author:
Publisher: Optimus Education eBooks
ISBN: 1907567356
Category :
Languages : en
Pages : 311
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Book Description
Author: Jennifer Lee
Publisher: Russell Sage Foundation
ISBN: 1610448502
Category : Social Science
Languages : en
Pages : 267
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Book Description
Asian Americans are often stereotyped as the “model minority.” Their sizeable presence at elite universities and high household incomes have helped construct the narrative of Asian American “exceptionalism.” While many scholars and activists characterize this as a myth, pundits claim that Asian Americans’ educational attainment is the result of unique cultural values. In The Asian American Achievement Paradox, sociologists Jennifer Lee and Min Zhou offer a compelling account of the academic achievement of the children of Asian immigrants. Drawing on in-depth interviews with the adult children of Chinese immigrants and Vietnamese refugees and survey data, Lee and Zhou bridge sociology and social psychology to explain how immigration laws, institutions, and culture interact to foster high achievement among certain Asian American groups. For the Chinese and Vietnamese in Los Angeles, Lee and Zhou find that the educational attainment of the second generation is strikingly similar, despite the vastly different socioeconomic profiles of their immigrant parents. Because immigration policies after 1965 favor individuals with higher levels of education and professional skills, many Asian immigrants are highly educated when they arrive in the United States. They bring a specific “success frame,” which is strictly defined as earning a degree from an elite university and working in a high-status field. This success frame is reinforced in many local Asian communities, which make resources such as college preparation courses and tutoring available to group members, including their low-income members. While the success frame accounts for part of Asian Americans’ high rates of achievement, Lee and Zhou also find that institutions, such as public schools, are crucial in supporting the cycle of Asian American achievement. Teachers and guidance counselors, for example, who presume that Asian American students are smart, disciplined, and studious, provide them with extra help and steer them toward competitive academic programs. These institutional advantages, in turn, lead to better academic performance and outcomes among Asian American students. Yet the expectations of high achievement come with a cost: the notion of Asian American success creates an “achievement paradox” in which Asian Americans who do not fit the success frame feel like failures or racial outliers. While pundits ascribe Asian American success to the assumed superior traits intrinsic to Asian culture, Lee and Zhou show how historical, cultural, and institutional elements work together to confer advantages to specific populations. An insightful counter to notions of culture based on stereotypes, The Asian American Achievement Paradox offers a deft and nuanced understanding how and why certain immigrant groups succeed.
Author: Victoria Showunmi
Publisher: Rowman & Littlefield
ISBN: 149856710X
Category : Language Arts & Disciplines
Languages : en
Pages : 205
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Book Description
Sophisticated Racism: Understanding and Managing the Complexity of Everyday Racism adopts a fresh approach to the study of racism. Victoria Showunmi and Carol Tomlin identify the prevalence of sophisticated racism and explore how it manifests itself in society, particularly in the workplace. The authors narrate examples of everyday racism from the lived experiences of Black women. They take the reader on a compelling journey from the sources of racism through narratives of disquieting racist events to the destination of affirming approaches to preserving a sense of self and individual identity in the face of sophisticated racism. The authors explain how the interplay between Black women and White women originates in historical patterns of behavior which emerged on the plantations during enslavement. The term ‘White women syndrome’ has been coined to represent attempts to defend the limited space for female success by denigrating and excluding Black women. A unique feature of the book is that it reaches beyond the historical context to the provision of strategies for managing sophisticated and everyday racism in contemporary society.
Author: Paul C. Mocombe
Publisher: University Press of America
ISBN: 0761850139
Category : Education
Languages : en
Pages : 145
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Book Description
Mocombe and Tomlin explore the black/white achievement gap in America and Great Britain, gaining understanding through black bourgeois living and the labeled pathologies of the black underclass. Within the class dualism of capitalist social relations, blacks throughout the Diaspora attempt to exist in the world. Furthermore, blacks must construct their identities and be in the world by choosing between the discursive practices of the Protestant and capitalist ideology of the black Protestant bourgeoisie, or the beliefs of the black underclass, which appear to dismiss these practices as 'acting-white' (John Ogbu's term). Presently, the practical consciousness (constituted as hip-hop culture) of the black underclass, supported by finance capital, have dominated the American and global social structure, and one of its (dys)functions is the black/white achievement gap, which is a global phenomenon emanating from black America and affecting blacks around the globe. Although the histories of blacks in America and in Great Britain are fundamentally different, Mocombe and Tomlin argue in this work that during the age of globalization, the social functions of the dominating black consciousness (hip-hop culture) coming out of America are the locus of causality for the black/white achievement gap in America and Great Britain. Tomlin highlights this problematic by analyzing effective strategies employed by high achieving blacks in Great Britain, and Mocombe does the same through an analysis of an effective reading curriculum in an American inner-city after-school program.
Author: Tyrone C. Howard
Publisher: Teachers College Press
ISBN: 0807778079
Category : Education
Languages : en
Pages : 340
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Book Description
Issues tied to race and culture continue to be a part of the landscape of America’s schools and classrooms. Given the rapid demographic transformation in the nation’s states, cities, counties, and schools, it is essential that all school personnel acquire the necessary knowledge, skills, and dispositions to talk, teach, and think across racial and cultural differences. The second edition of Howard’s bestseller has been updated to take a deeper look at how schools must be prepared to respond to disparate outcomes among students of color. Tyrone Howard draws on theoretical constructs tied to race and racism, culture and opportunity gaps to address pressing issues stemming from the chronic inequalities that remain prevalent in many schools across the country. This time-honored text will help educators at all levels respond with greater conviction and clarity on how to create more equitable, inclusive, and democratic schools as sites for teaching and learning. “If you thought the first edition of Why Race and Culture Matter in Schools was impactful, this second edition is even more of a force to be reckoned with in the fight for social justice. By pushing the boundaries of the ordinary and the normative, this book teaches as it transforms. Every educator, preservice and inservice, working with racially, linguistically, and culturally diverse young people should read this book.” —H. Richard Milner IV, Cornelius Vanderbilt Distinguished Professor of Education, Vanderbilt University “On the 10th anniversary of this groundbreaking book, Tyrone Howard not only reminds me of the salient role that race and culture play in education, but also moves beyond a Black–White binary that reflect the nuances and contours of diversity. This book should be in the hands of all teachers and teacher educators.” —Maisha T. Winn, Chancellor’s Leadership Professor, School of Education, University of California, Davis
Author: Dillon, Justin
Publisher: McGraw-Hill Education (UK)
ISBN: 0335242375
Category : Education
Languages : en
Pages : 418
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Book Description
Becoming a Teacher, 4e remains a unique and powerful combination of ideas, analysis, questions, answers and wisdom, drawing on the professional experience of the editors and contributors.
Author: Robin Simmons
Publisher: Springer
ISBN: 3319906712
Category : Education
Languages : en
Pages : 269
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Book Description
This book provides an inclusive and incisive analysis of the experiences of working-class young people in education. While there is an established literature on education and the working class stretching back decades, comparatively there has been something of a neglect of class-based inequality – with questions of gender, ‘race’ and other forms of identity attracting significant attention. However, events including Britain's 2016 decision to leave the European Union, have thrown social class into sharp focus, both in the UK and elsewhere. Featuring leading thinkers in the sociology of education, this book examines the different ways in which young people relate to various parts of the education system, including different forms of schooling, post-compulsory and university education. They maintain that the issue of social class goes beyond the walls of specific institutions to affect young people in a variety of ways: not only in the UK, but across the globe. This book will be of great value and interest to students and scholars of the sociology of education, working-class youth, and equality of opportunity.
