The Integration Project among White Teachers and Racial/Ethnic Minority Youth: Understanding Bias in School Practice

Autor/in	Fergus, Edward
Titel	The Integration Project among White Teachers and Racial/Ethnic Minority Youth: Understanding Bias in School Practice
Quelle	In: Theory Into Practice, 56 (2017) 3, S.169-177 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2017.1336036
Schlagwörter	Racial Integration; School Desegregation; Court Litigation; Racial Bias; Educational Practices; Race; Cultural Pluralism; Beliefs; Poverty; Negative Attitudes; Desegregation Methods; Desegregation Litigation; Minority Group Students + Suchen Sie Ihr Suchwort? Rassenintegration; Integrative Schule; Rechtsstreit; Racial discrimination; Rassismus; Bildungspraxis; Rasse; Abstammung; Kulturpluralismus; Belief; Glaube; Armut; Negative Fixierung
Abstract	In 1954, the Supreme Court ruled schools in the United States needed to desegregate and begin integration. The decision was a radical departure from the facilities argument initially presented; it added the issue that the segregation of Black students was having a deleterious effect on their self-concept. Many scholars argue the integration has not been sustained (Orfield and Frankenberg, 2014); in fact, a recent report highlights Black, Latino and Native American students are less integrated with White and Asian students than in 1954 (Orfield and Frankenberg, 2014). However the "Brown" decision set forth another integration project--the integration of White practitioners (i.e., teachers and principals) with Black, Latino and Native American student populations! This article brings together an array of social interaction research that articulates the complexity of this integration project. More specifically, the article focuses on demographic patterns of intimate interactions (i.e., friendship networks, interracial marriage), research studies that document race-based ideas of learning and achievement; the presence of "passive" lowered expectations occurring through interactions such as stereotype threat (Steele and Aronson, 1995) and racial/ethnic microaggressions (Wing Sue, 2010) and "active" lowered expectations through school structures such as curriculum (Anyon, 1983) and resource allocation (Campaign for Fiscal Equity v. NYS, 2003). (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01