Equity Traps Redux: Inequitable Access to Foreign Language Courses for African American High School Students

Autor/inn/en	Schoener, Herbert Joseph, III; McKenzie, Kathryn Bell
Titel	Equity Traps Redux: Inequitable Access to Foreign Language Courses for African American High School Students
Quelle	In: Equity & Excellence in Education, 49 (2016) 3, S.284-299 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2016.1194099
Schlagwörter	African American Students; High School Students; Second Language Instruction; Equal Education; Qualitative Research; Teacher Attitudes; Administrator Attitudes; Counselor Attitudes; Urban Schools; Racial Bias; Access to Education; Achievement Gap; Public Schools; Interviews; Focus Groups; Social Bias; Beliefs; School Policy; Barriers; Ability; Ability Grouping; Counseling Techniques; Texas + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; High school; High schools; Oberschule; Fremdsprachenunterricht; Qualitative Forschung; Lehrerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Racial discrimination; Rassismus; Education; Access; Bildung; Zugang; Bildungszugang; Public school; Öffentliche Schule; Interviewing; Interviewtechnik; Belief; Glaube; Schulpolitik; Fähigkeit; Fertigkeit; Homogene Gruppierung; Niveaugruppierung; Streaming; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode
Abstract	Although much of the current educational research literature on achievement gaps has focused on core curricular areas in public schools, few have focused on racially identifiable gaps in non-core areas such as high school foreign languages. These achievement, and thus advancement, gaps often result in the under-representation of students of color in higher level foreign language classes. This can have long-range negative consequences for students, such as lacking the foreign language credits needed for admission into major universities. Thus, in this qualitative study, we researched the perceptions of teachers, counselors, and school leaders at a racially diverse urban high school in central Texas concerning the enrollment, achievement, and advancement of African American students in high school foreign language courses. The results indicate that equity traps--deficit views, racial erasure, and paralogical beliefs and behaviors--advanced over a decade ago (McKenzie & Scheurich, 2004) are continuing and even thriving among teachers, counselors, and school leaders in public schools. These equity traps contribute to the foreign language achievement gap, resulting in diminished educational opportunities for African American students. Moreover, we propose that an additional equity trap is at play--organizational constraints--which are the structural obstacles that serve to abet and perpetuate the negative beliefs, behaviors, attitudes, and assumptions exposed in the original equity traps. We conclude this article with recommendations for policy makers and practitioners and offer direction for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01