Literaturnachweis - Detailanzeige
| Autor/in | Gandara, Patricia |
|---|---|
| Titel | Overcoming Triple Segregation |
| Quelle | In: Educational Leadership, 68 (2010) 3, S.60-64 (5 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-1784 |
| Schlagwörter | Achievement Gap; Race; Poverty; Stereotypes; Racial Segregation; Family Involvement; Bilingual Education Programs; Bilingualism; Academic Achievement; Outcomes of Education; Hispanic American Students; Linguistics; United States |
| Abstract | Latinos are, after whites, the most segregated student group in the United States, and their segregation is closely tied to poor academic outcomes. Latinos experience a triple segregation: by race/ethnicity, poverty, and language. Racial segregation perpetuates negative stereotypes, reduces the likelihood of a strong teaching staff, and is often characterized by lack of family involvement in the school. Socioeconomic segregation creates high-poverty schools that are poorly positioned to deal with challenging out-of-school factors. Linguistic segregation gives students few opportunities to hone their skills in English. Effective bilingual programs can help close the achievement gap because they promote better outcomes and produce students who are both bilingual and biliterate. (Contains 1 endnote.) (As Provided). |
| Anmerkungen | ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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