Beyond the Nation's Capital: Minority Students' Stumbling on the Tracks after Hobson

Autor/in	McPherson, Ezella
Titel	Beyond the Nation's Capital: Minority Students' Stumbling on the Tracks after Hobson
Quelle	In: Education and Urban Society, 42 (2010) 7, S.795-816 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124510379130
Schlagwörter	Urban Schools; Public Schools; Equal Education; Court Litigation; Student Rights; Educational Opportunities; Low Income Groups; African American Students; Racial Bias; Racial Discrimination; Critical Theory; Track System (Education); Racial Segregation; Disproportionate Representation; Behavior Problems; Special Education; Bilingual Education; Hispanic American Students; Ethnic Stereotypes; Student Placement; Minority Group Students; District of Columbia; United States + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Rechtsstreit; Bildungsangebot; Bildungschance; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Racial discrimination; Rassismus; Racial bias; Kritische Theorie; Leistungsgruppe; Leistungsdifferenzierung; Rassentrennung; Special needs education; Sonderpädagogik; Sonderschulwesen; Bilingual teaching; Bilingualer Unterricht; Hispanic; Hispanic Americans; Hispanoamerikaner; National stereotype; Nationales Stereotyp; Schülerpraktikum; USA
Abstract	The U.S. District of Columbia's Federal Circuit Court decision in "Hobson v. Hanson" (1967) case eliminated racial discriminatory tracking practices in the nation's capitol's public schools. The court ruled that D.C. Public Schools' tracking violated African American and low income students' rights to equal opportunities to education under the equal protection and due process clauses of the 14th Amendment. While D.C. Public Schools eradicated school tracking, it continued in other urban schools. This article examines the Federal Court's role in the perpetuation of school tracking practices and challenges minority students' access to equal educational opportunities in schools with tracked classrooms. It also addresses the need for equitable schools to provide all students with the opportunity to learn. (Contains 5 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10