Dear Zora: A Letter to Zora Neale Hurston 50 Years After Brown

Autor/inn/en	Fine, Michelle; Bloom, Janice; Burns, April; Chajet, Lori; Guishard, Monique; Payne, Yasser; Perkins-Munn, Tiffany; Torre, Maria Elena
Titel	Dear Zora: A Letter to Zora Neale Hurston 50 Years After Brown
Quelle	In: Teachers College Record, 107 (2005) 3, S.496-528 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
DOI	10.1111/j.1467-9620.2005.00485.x
Schlagwörter	Quantitative Daten; African American Students; Racial Discrimination; Social Bias; Public Education; Desegregation Litigation; School Desegregation; Educational Policy; Equal Education; Minority Group Children; Social Influences; Psychological Patterns + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Racial bias; Rassismus; Öffentliche Erziehung; Integrative Schule; Politics of education; Bildungspolitik; Sozialer Einfluss
Abstract	This article reports on the extensive qualitative and quantitative findings of a multi-method participatory study designed to assess urban and suburban youths' experiences of racial class justice or injustice in their schools and throughout the nation. Constructed as a letter to Zora Neale Hurston, who was immediately critical of the Brown decision in 1955, the article lays out the victories of Brown and the ongoing struggles, what we call six degrees of segregation that identify systematic policies that ensure an opportunity gap. The article theorizes the academic, social and psychological consequences of persistent inequity on youth of color and White American youth all adversely affected by systematic educational inequities that persist 50 years after Brown. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10