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An uneven playing field: Behind the...

Wing, Jean Yonemura.

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An uneven playing field: Behind the racial disparities in student achievement at an integrated urban high school.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An uneven playing field: Behind the racial disparities in student achievement at an integrated urban high school./
作者:	Wing, Jean Yonemura.
面頁冊數:	339 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-02, Section: A, page: 0458.
Contained By:	Dissertation Abstracts International64-02A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3082461
ISBN:	0496303122

An uneven playing field: Behind the racial disparities in student achievement at an integrated urban high school.
Wing, Jean Yonemura.

An uneven playing field: Behind the racial disparities in student achievement at an integrated urban high school. - 339 p.

Source: Dissertation Abstracts International, Volume: 64-02, Section: A, page: 0458.

Thesis (Ph.D.)--University of California, Berkeley, 2002.

This dissertation examines the social and institutional factors contributing to the racial achievement gap at an integrated urban high school. While the achievement gap is increasingly the object of research, this study goes beyond the usual measures of grades and test scores, and beyond the black-white paradigm, to uncover the ways through which achievement disparities are constructed in the daily lives of students.

ISBN: 0496303122Subjects--Topical Terms:

626654
Education, Sociology of.

An uneven playing field: Behind the racial disparities in student achievement at an integrated urban high school.
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245 1 3 $a An uneven playing field: Behind the racial disparities in student achievement at an integrated urban high school.
300 $a 339 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-02, Section: A, page: 0458.
500 $a Chairs: Judith Warren Little; Pedro A. Noguera.
502 $a Thesis (Ph.D.)--University of California, Berkeley, 2002.
520 $a This dissertation examines the social and institutional factors contributing to the racial achievement gap at an integrated urban high school. While the achievement gap is increasingly the object of research, this study goes beyond the usual measures of grades and test scores, and beyond the black-white paradigm, to uncover the ways through which achievement disparities are constructed in the daily lives of students.
520 $a The research consists of a longitudinal study of Berkeley High School's Class of 2000, utilizing a combination of methods and data sources that included school records, annual surveys of students, and a series of interviews and full-day observations for 33 case study students. Students' disparate pathways were uncovered by reconstructing course-taking patterns by race and class.
520 $a Findings demonstrate that the gap widens by senior year, despite various reforms aimed at giving all ninth graders an equal start. By tenth grade, privileged students rapidly take off along a "greased track" to selective colleges, while disadvantaged students lose ground, particularly in math. This process creates a school with polarized, bimodal achievement patterns.
520 $a Case studies show how school structures combine with differential access to privatized resources to give some students a "capital advantage." Privileged students worked their social networks (social capital) and shared information (cultural capital) about navigating the school bureaucracy and crafting the perfect college resume. Meanwhile, students at all achievement levels who relied solely on the school for college-going information were often left in the dark.
520 $a A sub-study of Asian American students illustrates that the achievement gap is a multi-racial problem that cannot be well understood solely in terms of the trajectories of black and white students. Asian students demonstrated a high academic profile on average, but faced difficulties and failure in ways rendered invisible by widespread acceptance of the Model Minority Myth.
520 $a Finally, a sub-study of two schools-within-a-school provides findings on the possibilities and limitations of small schools reforms as a remedy for the achievement gap. Both programs contain promising elements for student engagement, but the program employing consistent academic follow-up proved more successful in supporting students of color who began at the bottom of the class.
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