You Can Run, but You Can't Hide: The Intersection of Race and Class in Two Kansas City Schools, 1954-1974

Autor/inn/en	McCarther, Shirley Marie; Caruthers, Loyce E.; Davis, Donna M.
Titel	You Can Run, but You Can't Hide: The Intersection of Race and Class in Two Kansas City Schools, 1954-1974
Quelle	In: American Educational History Journal, 36 (2009) 2, S.413-427 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1535-0584
Schlagwörter	African American Students; Ideology; Social Environment; Females; College Faculty; Socioeconomic Background; Racial Integration; Social Class; Educational History; Single Sex Schools; Catholic Schools; School Desegregation; Race; Missouri + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Ideologie; Soziales Umfeld; Weibliches Geschlecht; Fakultät; Sozioökonomische Lage; Rassenintegration; Social classes; Soziale Klasse; History of education; Bildungsgeschichte; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Katholische Schule; Integrative Schule; Rasse; Abstammung
Abstract	As African American female Professors in the academy representing different socioeconomic backgrounds the authors explore the intersections of race and class in two Kansas City, Missouri schools from 1954-1974. They situate their stories within a brief description of the historical context of Kansas City and its struggle to integrate schools from 1954-1974. They illustrate this context through the historical and social context of Loretto Academy, a private Catholic all-girls school the demographics of which were changed during the years of this investigation, and Paseo High School, a desegregating public institution within the years under study. Their stories represent epiphany, small slices of life narratives replete with their struggles with race and class inside and outside schools which led to their pursuit of more meaningful lives. The authors present their interpretations through a discussion of the most salient themes and relevant theory. They invite readers to tentatively theorize about the intersection of race and class. In order to produce different readings of experiences in schools, the authors call for the visibility and voices of policy makers, educators, and community members who must work to understand and challenge persistent ideologies of race and class that continue to shape the experiences of children in schools. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10