Classrooms as Racialized Spaces: Dynamics of Collaboration, Tension, and Student Attitudes in Urban and Suburban High Schools

Autor/in	Nunn, Lisa M.
Titel	Classrooms as Racialized Spaces: Dynamics of Collaboration, Tension, and Student Attitudes in Urban and Suburban High Schools
Quelle	In: Urban Education, 46 (2011) 6, S.1226-1255 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085911413146
Schlagwörter	Urban Schools; Suburban Schools; Student Attitudes; Teacher Role; Classroom Environment; Academic Achievement; Achievement Gap; Ethnicity; Race; Peer Relationship; Teaching Methods; Track System (Education); Stereotypes; Racial Differences; Intergroup Relations; High School Students; Charter Schools; Hispanic Americans; Nontraditional Education; California + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Schülerverhalten; Lehrerrolle; Klassenklima; Unterrichtsklima; Schulleistung; Ethnizität; Rasse; Abstammung; Peer-Beziehungen; Teaching method; Lehrmethode; Unterrichtsmethode; Leistungsgruppe; Leistungsdifferenzierung; Klischee; Rassenunterschied; Intergruppenbeziehungen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Charter school; Charter-Schule; Hispanic; Hispanoamerikaner; Non-traditional education; Alternative Erziehung; Kalifornien
Abstract	This article interrogates the construction of ethnoracial categories in everyday classroom life and how ethnoracial classroom dynamics contribute to larger patterns of inequality in achievement and unequal college futures for minorities. The study compares one urban and two suburban schools. Drawing on observation data from six classes and 57 in-depth student interviews, I find that ethnoracial categories are continually reconstructed through teachers' pedagogical styles and students' interactions. In addition, metainstitutional structures such as curriculum tracks and nonacademic dynamics foster ethnoracial tensions between classmates. While the urban school successfully alleviates ethnoracial stereotypes, the suburban schools exacerbate ethnoracial divisions among students. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10