Focusing on issues of equity and opportunity in one urban high school, the book reveals how prominent American cultural valuesin particular, students', teachers', and administrators' conceptions of educational opportunityundermined the education that students received.
This five-year ethnographic study examines issues of educational opportunity at Russell High, a multiethnic school in the city of Eastown. Focusing on the beliefs and values of students, teachers, and administrators, this study reveals how prevailing cultural beliefs, the collective nature of the student population, and the structure of the school system worked in concert, albeit unintentionally, to foster inequality. To make such an argument, this study draws on American cultural conceptions of individualism and adolescenceexploring how these beliefs were manifested in classrooms, in the efforts of two reform initiatives, in a protest-turned-riot by African American students in spring 1969, in school assemblies, and in local mediaand thereby reveals how and why Russell students experienced educational opportunity in similar ways, for similar reasons, and with similar outcomes. Beyond exploring the cultural taken-for-granted at Russell High, this study considers the implications of such understanding for promoting educational opportunity more equitably.
|Publisher:||State University of New York Press|
|Edition description:||New Edition|
|Product dimensions:||6.00(w) x 9.00(h) x 0.59(d)|
About the Author
Patrick James McQuillan is Assistant Professor in the School of Education, University of Colorado. His previous work includes Reform and Resistance in Schools and Classrooms: An Ethnographic View of the Coalition of Essential Schools.
Table of Contents
1. Educational Opportunity Through the Lens of American Culture
I. EDUCATIONAL OPPORTUNITY IN PRACTICE
2. Winning the Battle and Losing the War: A Look at One Russell High Classroom
3. Low Cultural and Social Capital, Continued
4. One Student's World at Russell High: A (School) Day in the Life of Rafael Jackson
II. THE RESILIENCE OF THE STATUS QUO
5. Reform that Reproduced: The 1992 Committee
6. Respectability Lost: An Historical Perspective on Russell High School
III. PROMOTING FAITH IN EDUCATIONAL OPPORTUNITY
7. Affirming the Myth of Educational Opportunity
8. Eastown: A City Divided
9. So What?
Appendix: Methodological Reflections