Race, School Achievement, and Educational Inequality: Toward a Student-Based Inquiry Perspective

Autor/in	Wiggan, Greg
Titel	Race, School Achievement, and Educational Inequality: Toward a Student-Based Inquiry Perspective
Quelle	In: Review of Educational Research, 77 (2007) 3, S.310-333 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/003465430303947
Schlagwörter	Social Class; Equal Education; Academic Achievement; Racial Differences; Minority Groups; Social Influences; Intelligence; Achievement Tests; Genetics; Social Bias; Poverty; Cultural Influences; Teacher Expectations of Students; Student Attitudes; Inquiry; African American Students; White Students; Identification (Psychology); Low Achievement + Suchen Sie Ihr Suchwort? Social classes; Soziale Klasse; Schulleistung; Rassenunterschied; Ethnische Minderheit; Sozialer Einfluss; Intelligenz; Klugheit; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Humangenetik; Armut; Cultural influence; Kultureinfluss; Schülerverhalten; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Unterdurchschnittliche Leistung
Abstract	Over the past four decades, there have been numerous discussions on student achievement and school failure. Within this time, the debate over the causes and consequences of racial differences in achievement has been at the heart of the nation's social and political life. The author discusses the major developments in achievement research over the past century and examines the foremost explanations given for racial differences in school performance, namely, genetic deficiency, social class and cultural poverty, low teacher expectancy, and student oppositional identity. The article addresses the strengths and limitations of the existing body of work and concludes with directions toward a student-based inquiry approach to achievement research aimed at filling in some of the missing information in the literature. (Contains 1 note.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10