Culture and Conversation: Rethinking Brown v. Board of Education a Postponed Commitment to Educational Equality

Autor/in	Hill, Jerell B.
Titel	Culture and Conversation: Rethinking Brown v. Board of Education a Postponed Commitment to Educational Equality
Quelle	In: Journal of Education and Learning, 10 (2021) 2, S.37-52 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Equal Education; School Desegregation; Desegregation Litigation; Public Education; School Segregation; Educational Trends; Teacher Education; Educational Change; Culturally Relevant Education; Outcomes of Education; African American Students; Racial Bias; Poverty; Underachievement; Teacher Attitudes + Suchen Sie Ihr Suchwort? Integrative Schule; Öffentliche Erziehung; Bildungsentwicklung; Lehrerausbildung; Lehrerbildung; Bildungsreform; Lernleistung; Schulerfolg; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Racial discrimination; Rassismus; Armut; Performance deficiency; Leistungsschwäche; Lehrerverhalten
Abstract	The "Brown v. Board of Education" (1954) decision was a significant change in social justice and human rights. There is ongoing debate about public education not as a private commodity but as a public good that must be made available on equal terms. Recently, schools are entering an era of second-generation segregation. Poor outcomes, language acquisition programs preventing access to college-readiness courses, and teacher quality are causes for concern. Research on second-generation segregation found that African-American children experience lower rates of academic achievement than their White peers. This was a case study analysis to investigate the impact of teacher preparation and culturally relevant practices related to educational opportunities. The results hold implications on misconceptions of educational improvements for Black children and identify the need to increase cultural responsiveness and an intentional focus on students' assets and needs. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01