Literaturnachweis - Detailanzeige
| Autor/inn/en | Caldas, Stephen J.; Bankston, Carl L., III; Cain, Judith S. |
|---|---|
| Titel | A Case Study of Teachers' Perceptions of School Desegregation and the Redistribution of Social and Academic Capital |
| Quelle | In: Education and Urban Society, 39 (2007) 2, S.194-222 (29 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-1245 |
| DOI | 10.1177/0013124506295145 |
| Schlagwörter | Busing; White Students; School Desegregation; Discipline Problems; African American Students; Case Studies; Teacher Attitudes; Social Capital; Court Litigation; Socioeconomic Status; Student Behavior |
| Abstract | This case study gauges the perceptions of teachers to the "harm and benefit thesis" of Coleman's social-capital hypothesis. The study uses data from one de facto segregated southern school system that hastily implemented a court order in 2000. The study collects the perceptions of teachers at five predominantly middle-class White schools that received 460 lower socioeconomic status African American students ordered bussed when their inner-city schools were closed. Sixty-percent of the teachers feel that the African American students are better off in the White schools. However, only 11% feel that the White students are better off than before the busing. Open-ended responses reveal that most teacher comments are negative, with fully 40% of teachers specifically indicating that busing had increased discipline problems. The study findings undermine the notion that transferring Black students to majority White schools is necessarily a superior pedagogical strategy. (Author). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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