Is Integration a Dream Deferred? Students of Color in Majority White Suburban Schools

Titel	Is Integration a Dream Deferred? Students of Color in Majority White Suburban Schools
Quelle	In: Journal of Negro Education, 83 (2014) 3, S.311-326 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.83.3.0311
Schlagwörter	Racial Integration; Student Attitudes; Minority Group Students; African American Students; Suburban Schools; Whites; Institutional Characteristics; Desegregation Litigation; School Desegregation; High School Students; Hispanic American Students; Asian American Students; Multiracial Persons; American Indian Students; Race; Racial Attitudes; Racial Relations; Teacher Student Relationship; Educational Experience; Instructional Effectiveness; Teacher Attitudes; Counselor Attitudes; Counselor Client Relationship + Suchen Sie Ihr Suchwort? Rassenintegration; Schülerverhalten; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; White; Weißer; Integrative Schule; High school; High schools; Oberschule; Hispanic; Hispanic Americans; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Mischling; Rasse; Abstammung; Rassenfrage; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungserfahrung; Unterrichtserfolg; Lehrerverhalten
Abstract	Suburban schools have traditionally remained homogenous enclaves for White middle class families. On the surface, these racially integrated spaces reflect the dream of Brown v. Board of Education--to have students of all races learning and developing together. A closer look at these racially mixed environments unveils the systemic problems students of color face when attending majority White suburban schools. Using focus group interviews from almost 100 students of color in four suburban districts, the author examines how the students' relationships with school adults impact their educational experiences and future college and career choices. Given the conflicts inherent in integrated spaces, which have been documented over the past 100 years of public education, are we ready to re-evaluate the dream of integration? (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01