The Paradox of a Credit-Recovery Program: Alleviating and Exacerbating Racial Inequity

Autor/in	Powell, Shameka N.
Titel	The Paradox of a Credit-Recovery Program: Alleviating and Exacerbating Racial Inequity
Quelle	In: Race, Ethnicity and Education, 23 (2020) 6, S.784-799 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Powell, Shameka N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2018.1511536
Schlagwörter	Repetition; Required Courses; Racial Bias; Equal Education; Critical Theory; Race; Racial Differences; African American Students; White Students; Parent Influence; Educational Practices; Ideology; Ability; Nontraditional Education; High Schools; Parents; Whites; Louisiana + Suchen Sie Ihr Suchwort? Wiederholung; Pflichtkurs; Racial discrimination; Rassismus; Kritische Theorie; Rasse; Abstammung; Rassenunterschied; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Bildungspraxis; Ideologie; Fähigkeit; Fertigkeit; Non-traditional education; Alternative Erziehung; High school; Oberschule; Eltern; White; Weißer
Abstract	This ethnographic case study examines how a racial equity-focused effort was contested and undermined by analyzing classroom observations and interviews with three teachers who worked in a credit-recovery program. Drawing on Critical Race Theory's (CRT) whiteness as property and restrictive equality analytical lenses, this article illustrates that although the credit-recovery program was created to offer struggling Black students support and to address racialized academic disparities between Black and White students, it actually exacerbated racial inequity. Findings demonstrate that White parental demands, institutional practices, and meritocratic ideology combined to simultaneously advantage White students and disadvantage Black students. This article shines light on ways equity efforts are refashioned to support racial inequalities. The article concludes with implications for research and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01