Forced to Fail

The Paradox of School Desegregation

AvStephen J. Caldas,Carl L. Bankston

Häftad, Engelska, 2007

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Beskrivning

Forced to Fail traces the long legal history of first racial segregation, and then racial desegregation in America. The authors explain how rapidly changing demographics and family structure in the United States have greatly complicated the project of top-down government efforts to achieve an "ideal" racial balance in schools. It describes how social capital—a positive outcome of social interaction between and among parents, children, and teachers—creates strong bonds that lead to high academic achievement. The authors show how coercive desegregation weakens bonds and hurts not only students and schools, but also entire communities. Examples from all parts of the United States show how parents undermined desegregation plans by seeking better educational alternatives for their children rather than supporting the public schools to which their children were assigned. Most important, this book offers an alternative, more realistic viewpoint on class, race, and education in America.

Produktinformation

Utgivningsdatum:2007-06-28
Mått:158 x 229 x 18 mm
Vikt:426 g
Format:Häftad
Språk:Engelska
Serie:R&L Education
Antal sidor:266
Förlag:Bloomsbury Publishing Plc
ISBN:9781578866144
Utmärkelser:Winner, The Mid-South Sociological Association, 2007 Stanford M. Lyman Distinguished Book Award

Utforska kategorier

Skolan och förskolan inom Psykologi och pedagogik

Mer om författaren

Stephen J. Caldas is professor of educational foundations and leadership at Hofstra University (NY). He has authored or co-authored more than 45 publications, including (with Carl Bankston) A Troubled Dream: The Promise and Failure of School Desegregation in Louisiana, which was awarded the Louisiana Library Association Literary Award for 2002.Carl L. Bankston is professor of sociology at Tulane University, New Orleans. He has been author or coauthor of several previous books, including Growing Up American: How Vietnamese Children Adapt to Life in the United States (winner of the 1999 Thomas and Znaniecki Award and the Mid-South Sociological Association's 2000 Distinguished Book Award).

Recensioner i media

According to Caldas and Bankston, efforts to enhance racial mixing in schools have been self-defeating. They contend that the premise of desegregation was that schools could redesign American society; however, they believe this clashed with the goals of parents who were concerned only with benefiting their own children....In their new book, the authors look at a wide range of secondary sources to conclude that school people in the U.S. face a paradox. While minority youth might profit from attending middle-class schools, middle-class parents abandon schools that must desegregate. Since the authors believe that racial desegregation exacerbates the problems schools and communities face, they favor strengthening neighborhood schools....Recommended.

Innehållsförteckning

1 School Desegregation: A Policy in Crisis2 How Did We Get Here?3 The Demographic Transformation of America4 It Takes "A Certain Kind" of Village to Raise a Child5 The Political Economy of Education and Equality of Educational Opportunity6 Rational Self-Interest vs. Irrational Government Policy7 School Desegregation and the Racial Achievement Gap8 A New Perspective of Race and Schooling: Attaining the Dream