Poverty, Race, and the Contexts of Achievement: Examining Educational Experiences of Children in the U.S. South

Autor/inn/en	Fram, Maryah Stella; Miller-Cribbs, Julie E.; Van Horn, Lee
Titel	Poverty, Race, and the Contexts of Achievement: Examining Educational Experiences of Children in the U.S. South
Quelle	In: Social Work, 52 (2007) 4, S.309-319 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-8046
Schlagwörter	Race; Equal Education; Educational Environment; Social Work; School Location; Rural Schools; Justice; Family Structure; Educational Experience; Ability Grouping; Public Schools; Academic Achievement; Poverty; Racial Differences; Racial Discrimination; Parent Influence + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Soziale Arbeit; Schulgelände; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Gerechtigkeit; Familienkonstellation; Familiensystem; Bildungserfahrung; Homogene Gruppierung; Niveaugruppierung; Streaming; Public school; Öffentliche Schule; Schulleistung; Armut; Rassenunterschied; Racial bias; Rassismus
Abstract	This article considers issues of educational inequality in the U.S. South from a social work/social justice perspective. After a review of existing literature and discussion of cultural versus structural explanations for race and socioeconomic status gaps in academic achievement, findings are presented from a study examining child-, classroom-, and school-level factors that influence academic achievement among public school children in the South. Although a sizeable minority of southern children attend schools that are segregated along racial and socioeconomic lines, and although these schools are different in various aspects of educational environment, once family structure, parental characteristics, the use of ability grouping, and rural school location were taken into account, no influence of race on achievement remained. Implications for social work policy and practice are discussed. (Author).
Anmerkungen	National Association of Social Workers (NASW). 750 First Street NE Suite 700, Washington, DC 20002. Tel: 800-227-3590; e-mail: press@naswdc.org; Web site: http://www.naswpress.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10