Research on Schools, Neighborhoods and Communities: Toward Civic Responsibility

by William F. Tate (Editor), Walter Allen (Contribution by), Angela E. Arzubiaga (Contribution by), Miguel Ceja (Contribution by), Anna K. Chmielewski (Contribution by)

Overview

Research on Schools, Neighborhoods, and Communities: Toward Civic Responsibility focuses on research and theoretical developments related to the role of geography in education, human development, and health. William F. Tate IV, the Edward Mallinckrodt Distinguished University Professor in Arts & Sciences at Washington University in St. Louis and former President of the American Educational Research Association, presents a collection of chapters from across disciplines to further understand the strengths of and problems in our communities. Today, many research literatures—e.g., health, housing, transportation, and education—focus on civic progress, yet rarely are there efforts to interrelate these literatures to better understand urgent problems and promising possibilities in education, wherein social context is central. In this volume, social context—in particular, the unequal opportunities that result from geography—is integral to the arguments, analyses, and case studies presented. Written by more than 40 educational scholars from top universities across the nation, the research presented in this volume provides historical, moral, and scientifically based arguments with the potential to inform understandings of civic problems associated with education, youth, and families, and to guide the actions of responsible citizens and institutions dedicated to advancing the public good.

Product Details

ISBN-13:	9781442204683
Publisher:	Rowman & Littlefield Publishers, Inc.
Publication date:	02/23/2012
Edition description:	New Edition
Pages:	564
Product dimensions:	6.90(w) x 9.90(h) x 1.30(d)

About the Author

William F. Tate IV is the Edward Mallinckrodt Distinguished University Professor in Arts & Sciences and Chair of the Department of Education at Washington University in St. Louis.

Table of Contents

Acknowledgments

Introduction William F. Tate IV

Part I. Conceptualizing Urban Space

Chapter 1: Neighborhood Inequality, Violence, and the Social Infrastructure of the American City Robert J. Sampson Chapter 2: Toward a Theory of Place: Social Mobility, Proximity, and Proximal Capital Odis D. Johnson, Jr.
Chapter 3: Urban Opportunity Structure and Racial/Ethnic Polarization George C. Galster Chapter 4:Racial Segregation in Multiethnic Schools: Adding Immigrants to the Analysis Ingrid Gould Ellen, Katherine O’Regan, Amy Ellen Schwartz, and Leanaa Stiefel

Part II. The Growing Complexity of Metropolitan America

Chapter 5: Suburbanization and School Segregation sean f. reardon, John T. Yun, and Anna K. Chmielewski Chapter 6: Schools Matter: Segregation, Unequal Educational Opportunities, and the Achievement Gap in the Boston Region John R. Logan and Deirdre Oakley Chapter 7: Still Separate, Still Unequal, but Not Always So “Suburban”: The Changing Nature of Suburban School Districts in the New York Metropolitan Area.
Amy Stuart Wells, Douglas Ready, Jacquelyn Duran, Courtney Grzesikowski, Kathryn Hill, Allison Roda, Miya Warner, and Terenda White Chapter 8: Adding Geospatial Perspective to Research on Schools, Communities, and Neighborhoods Mark C. Hogrebe

Part III. Teaching and Learning Research in Social Context

Chapter 9: Conceptual and Methodological Challenges to a Cultural and Ecological Framework for Studying Human Learning and Development Carol D. Lee Chapter 10: An Ecological and Activity Theoretic Approach to Studying Diasporic and Non-Dominant Communities Kris D. Gutiérrez and Angela E. Arzubiaga Chapter 11: Reconstructing Education in America Henry M. Levin Chapter 12: Can School Improvement Reduce Racial Inequality?
Stephen Raudenbush Chapter 13: Seeing Our Way Into Learning Science in Informal Environments Shirley Brice Heath Chapter 14: No Color Necessary: High School Students’ Discourse on College Support Systems and College Readiness Evellyn Elizondo, Walter R. Allen, and Miguel Ceja Chapter 15: Taking Math and Science to Black Parents: Promises and Challenges of a Community-Based Intervention for Educational Change Roslyn Arlin Mickelson, Linwood Cousins, Anne Valasco, and Brian Williams

Part IV. Research on Human Development, Health, and Human Service Providers in Social Context

Chapter 16: Maximizing Cultural and Contextually-Sensitive Assessment Strategies in Developmental and Educational Research Margaret Beale Spencer, Brian Tinsley, Davido Dupree, and Suzanne Fegley Chapter 17: Immigrant Children—Hiding in Plain Sight in the Margins of the Urban Infrastructure Michael A. Olivas Chapter 18: Delivering High-Quality Public Services to Vulnerable Families and Children in America’s Cities: The Lessons from Reforming Child Welfare Olivia Golden Chapter 19: Health Disparities among African Americans in Urban Populations Sheri R. Notaro Chapter 20: A “Tragic Dichotomy:” A Case Study of Industrial Lead Contamination and Management in a Company Town Jill McNew-Birren Chapter 21: Pandemic Preparedness: Using Geospatial Models to Inform Planning in Systems of Education and Health in Metropolitan American William F. Tate IV

Part V. Case Studies of Metropolitan Communities

Chapter 22: Urban America in Distress: A Case Study Analysis of Gary, Indiana: 1968-1987
Gail E. Wolfe Chapter 23: God’s Will or Government Policy? Katrina’s Unveiling of History and Mass Dispersion of Black People Jerome E. Morris

Epilogue

Chapter 24: Research Infrastructure for Improving Urban Education Larry V. Hedges and Nathan Jones
Chapter 25: The White House Office on Urban Affairs: Regionalism, Sustainability, and the Neglect of Social Infrastructure Ronald Walters Chapter 26: Toward Civic Responsibility and Civic Engagement William F. Tate IV

Editorial Reviews

In Research on Schools, Neighborhoods, and Communities we hear from leading research scientists who study urban education conceived broadly. The findings and perspectives reported herein inform with respect to the status of urban education and also with respect to what education in an urban nation should and can become. This is an important reference.

Edward W. Gordon

Professor Tate is to be congratulated for emphasizing the role geography and location can play in research on schools. Issues of racial segregation and inequality are at the forefront here, grounded in theoretical scholarship on place and methodological work on how learning takes place. Issues of health, immigration, culture, and college readiness are studied in a spatially sensitive manner, emphasizing that schools are not isolated islands but offer greater or lesser opportunities depending on where they are located. The book should be required reading for anyone interested in schools, neighborhoods, or communities.

Nancy A. Denton