Integration Interrupted:Tracking, Black Students, and Acting White after Brown

混合中断:课程跟踪,黑人学生以及后布朗时期的白人化行为

应用社会学

原   价:
814.00
售   价:
651.00
优惠
平台大促 低至8折优惠
发货周期:预计5-7周发货
作      者
出  版 社
出版时间
2011年02月21日
装      帧
精装
ISBN
9780199736447
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页      码
256
开      本
235x156mm
语      种
英文
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库存 30 本
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图书简介
Integration Interrupted focuses on the consequences, particularly for black students, of the practice of curriculum tracking in the post-Brown era, and on the relationship between racialized tracking and the emergence of academic excellence as a "white thing." Desegregation may have been officially outlawed over fifty years ago, but race now determines which classes students are in: black students are typically placed in general and remedial classes and whites in advanced classes. In effect, same school, but different schooling. Right after Brown, it was easy to see the deliberate use of tracking to separate kids in schools that courts had mandated integrated. The practice still exists in many schools, though perhaps exercised more subtly, but with same outcome-tracking, including gifted and magnet programs, contributes to distinct racial patterns in achievement. Through ten years of classroom observations and hundreds of interviews with students, parents, and school personnel in thirty schoools, Tyson found that only in very specific circumstances, when black students were drastically underrrepresented in advanced and gifted classes, did anxieties about "the burden of acting white" emerge. But "acting white" is not the only nor the most important consequence of tracking for black students. Tyson reveals how the practice influences high achieving black students’ conceptions of racial identity, achievement, and getting ahead; what courses they enroll in, who their friends are, and how they navigate peer pressure with being studious. In short, they face many of the same challenges as white youths face but with significant additional burdens
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