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Click on article link to see further detail and to access article 2009 Cultural Explanations for Racial and Ethnic Stratification in Academic Achievement: A Call for a New and Improved Theory | Natasha Warikoo and Prudence Carter | Race and Cultural Flexibilty among Students in Different Multiracial Schools | Prudence L. Carter | Read More Equity and Empathy: Toward Racial and Educational Achievement in the Obama Era | Prudence L. Carter | Read More
President Obama and Education: The Possibility for Dramatic Improvements in Teaching and Learning | Linda Darling-Hammond | Read More Educational Opportunity and Alternative Certification: New Evidence and New Questions (review of recent Mathematica study)
| Linda Darling-Hammond | Read more | Read report Toward a Theory of Generative Change in Culturally and Linguistically Complex Classrooms | Arnetha F. Ball | Read more 2008 Creating Inclusive Campus Environments for Cross-Cultural Learning and Student Engagement | Shaun R. Harper and Anthony Antonio | Read more Big Ideas for Children: Investing in Our Nation's Future, Evolving No Child Left Behind | Linda Darling-Hammond | Read more Accountability Texas Style: The Progress and Learning of Urban Minority Students in a High-Stakes Testing Context | Linda Darling-Hammond and Julian Vasquez Heilig | Read more Creating Excellent and Equitable Schools | Linda Darling-Hammond and Diane Friedlaender | Read more 2007 The Sociology of Higher Education: The Sociology of Diversity | Anthony Antonio and Marcela Muñiz | Read more High Schools for Equity: Policy Supports for Student Learning in Communities of Color | Diane Friedlaender, Linda Darling-Hammond, Olivia Araiza, Susan Sandler, Valentina Velez-Rocha, et al | Read more Race, Inequality, and Educational Accountability: The Irony of 'No Child Left Behind' The Flat Earth and Education: How America's Commitment to Equity Will Determine Our Future| Linda Darling-Hammond | Read more Educational Quality and Equality: What It Will Take to Leave No Child Behind | Linda Darling-Hammond | Read more Securing the Right to Learn: The Quest for an Empowering Curriculum for African American Citizens | Linda Darling-Hammond, Joy Williamson, and Maria E. Hyler | Read more Pre-2007 Colorblindness as a Barrier to Inclusion: Assimilation and Nonimmigrant Minorities | Hazel Rose Markus, Claude Steele, and Dorothy Steele | Read more Cultural Explanations for Racial and Ethnic Stratification in Academic Achievement: A Call for a New and Improved Theory Natasha Warikoo and Prudence Carter | Review of Educational Research, Vol. 79, No. 1, 366-394 | Spring 2009 In this article we assess the literature on cultural explanations for ethno-racial differences in K-12 schooling and academic performance. Some cultural arguments problematically define certain ethno-racial identities and cultures as substractive from the goal of academic mobility while defining the ethnic cultures and identities of others as additive and oriented toward this goal. We review two prevailing schools of thought that compare immigrant and native minority students: cultural-ecological theory and segmented assimilation theory. Second, we examine empirical research that highlights the complexity of culture, focusing on four domains: (a) the school's cultural environment; (b) variation in identities and cultural practices within ethnic and racial groups; (c) the multidimensional nature of culture and its variable impact on students; and (d) the intersections of race, ethnicity, class, and gender. This literature - when synthesized - suggests that a coherent theory of culture's impact on ethnic and racial differences in schooling outcomes must unpack the multiple influences of idendtity and context more deliberately than previous literature has done. Finally, we call for studies that employ comparative research across groups and understand race and ethnicity contextually, not as mere dummy variables, thereby equipping researchers with the tools to better explain how culture influence schooling and achievement. Race and Cultural Flexibilty among Students in Different Multiracial Schools
Prudence L. Carter |
Teachers College Record Volume 112 Number 6, 2010, p. 1-2
Abstract: Specifically, this article examines the difference in cultural flexibility between black and white students enrolled in schools with different racial and ethnic compositions. Cultural flexibility is defined as the propensity to value and move across different cultural and social peer groups and environments. Furthermore, this article provides some insight into how students in different mixed-race and desegregated educational contexts experience their school’s social organization and cultural environments, which influence their interactions and academic behaviors. Access Article (subscription required) Equity and Empathy: Toward Racial and Educational Achievement in the Obama Era Prudence L. Carter | Harvard Educational Review, Vol. 79, No. 2, 287-297 | Summer 2009
Abstract: Reflecting on the 2008 election, Prudence Carter challenges the popular notion that President Obama's victory is symbolic of a postracial society in the United States. Citing statistics about the opportunity gap that still exists in our nation's schools - as well as the recent Supreme Court cases that served to halt racial desegregation - Carter argues that we must continue to push for truly integrated schools, where Black and Latino students are provided with the resources, high standards, and care to meet their full potential. Although she sees President Obama's victory as a symbol of national potential, Carter calls on all of us to work toward ending the "empathy gap" that exists both in and out of our nation's schools. President Obama and Education: The Possibility for Dramatic Improvements in Teaching and Learning Linda Darling-Hammond | Harvard Educational Review, Vol. 70, No. 2, 210-223, | Summer 2009
Abstract: From the unique perspective gained heading Obama's education policy transition team, Darling-Hammond describes President Obama's commitment to making the education of every child a collective responsibility and reviews the major tenets of the new administration's plans for education. She reflects on the importance of suggested policy changes, particularly forcusing on the importance of legislation to improve teacher capacity and retention. Finally, she considers how the field of education might look in 2016 should the Obama administration's education agenda succeed as planned. Educational Opportunity and Alternative Certification: New Evidence and New Questions SCOPE Policy Brief by Linda Darling-Hammond | March 2009 Recent findings from a Mathematica study comparing the performance of teachers prepared via alternative and traditional routes have been interpreted to suggest that policymakers and practitioners should expand the use of fast-entry alternative routes and seek teachers trained through such programs, as they presumably perform as well in the classroom as any other teacher trained through traditional schools of education anywhere in the country. A SCOPE policy brief reviews the study and shares research from a number of other studies that point to the types of teacher preparation that produce positive outcomes for student learning. Read policy brief (pdf file will open in new window) Toward a Theory of Generative Change in Culturally and Linguistically Complex Classrooms Arnetha F. Ball | American Educational Research Journal 2009 46: 45-72 Abstract: This article situates the preparation of teachers to teach in culturally and linguistically complex classrooms in international contexts. It investigates long-term social and institutional effects of professional development and documents processes that facilitate teachers’ continued learning. Data from a decade-long study of U.S. and South African teachers supported a model of generative change that explained how professional development could be internalized by teachers, subsequently serving as a heuristic to help them organize their individual programs of instruction. Drawing primarily on two case studies, this article documents teachers’ development of generative knowledge and illustrates how they drew on that knowledge in thinking about students and teaching. The results were to facilitate generative thinking on the part of their students as well. Access article (AERJ page, subscription required for full article)
Creating Inclusive Campus Environments for Cross-Cultural Learning and Student Engagement Intentionality in diversity, learning and engagement Chapter by Shaun R. Harper and Anthony Antonio in the book, edited by by Shaun R. Harper | National Association of Student Personnel Administrators | 2008 Book abstract: Diversity, multiculturalism, and inclusion are values espoused by most colleges and universities; yet many educators, including those in student affairs, expect students to “magically” interact with peers from different cultural backgrounds on their own. With recent calls for accountability in higher education, it is more important than ever for educators to reconsider ways in which they prepare students for participation in a diverse democracy. This book shows how to capitalize in educationally meaningful ways on the diversity that exists on campuses across the nation. It offers forward-thinking strategies and examples of good practice that will reshape the way readers think about approaching the work of multicultural education. Written by seasoned researchers and emerging scholars in diversity issues and student affairs practice, this provocative book offers practical solutions, innovative models, and pedagogical guides for creating inclusive environments that facilitate learning via cross-cultural engagement. In addition, first-person narrative accounts from undergraduate students provide illuminating insight not often found in other works on diversity. CREATING INCLUSIVE CAMPUS ENVIRONMENTS is the leading resource for higher education professionals seeking to understand and facilitate cross-cultural learning. Big Ideas for Children: Investing in Our Nation’s Future Evolving No Child Left Behind Chapter by Linda Darling-Hammond | September 2008 Sponsored by First Focus, the full volume shows that, while children are not currently a federal priority, there are creative responses that can increase the federal investment in children. The proposals included in this book encompass various issue areas, including poverty, child health, early childhood, education, home and community, child welfare, and child safety. The chapter by Darling-Hammond focuses on federal education policy. Read more (First Focus web site) Accountability Texas Style: The Progress and Learning of Urban Minority Students in a High-Stakes Testing Context By Linda Darling-Hammond and Julian Vasquez Heilig | Educational Evaluation and Policy Analysis, Vol. 30, No. 2, 75-110 | June 2008 Abstract: This study examines longitudinal student progress and achievement on the elementary, middle, and high school levels in relation to accountability policy incentives in a large urban district in Texas. Using quantitative analyses supplemented by qualitative interviews, the authors found that high-stakes testing policies that rewarded and punished schools based on average student scores created incentives for schools to "game the system" by excluding students from testing and, ultimately, school. In the elementary grades, low-achieving students were disproportionately excluded from taking the high-stakes Texas Assessment of Academic Skills tests, demonstrating gains not reflected on the low-stakes Stanford Achievement Test–Ninth Edition. Student exclusion at the elementary level occurred through special education and language exemptions and missing scores. Furthermore, gaming strategies reduced educational opportunity for African American and Latino high school students. Sharp increases in 9th-grade student retention and disappearance were associated with increases in 10th-grade test scores and related accountability ratings. Access article (subscription required) Creating Excellent and Equitable Schools by Linda Darling-Hammond and Diane Friedlaender | Educational Leadership, Vol. 65, No. 8, pp. 14-21 | May 2008 Introduction: A business maxim holds that every organization is perfectly structured to achieve the results it achieves. We could say the same of schools. And when outcomes are particularly problematic—as is true for many large urban high schools that lose most of their students before graduation—attaining substantially different results in our schools will require more than just teachers "trying harder" within traditional bureaucratic constraints. Such a shift typically requires new organizational structures. The Sociology of Higher Education The Sociology of Diversity Chapter by Anthony Antonio and Marcela Muñiz in the book edited by Patricia Gumport, Johns Hopkins University Press | 2007 Volume abstract: In this volume, Patricia Gumport and other leading scholars examine the sociology of higher education as it has evolved since the publication of Burton Clark's foundational article in 1973. They trace diverse conceptual and empirical developments along several major lines of specialization and analyze the ways in which wider societal and institutional changes in higher education have influenced this vital field of study. See chapter in Google Book Search High Schools for Equity: Policy Supports for Student Learning in Communities of Color By Diane Friedlaender, Linda Darling-Hammond, Olivia Araiza, Susan Sandler, Valentina Velez-Rocha, et al | November 2007 At a time when the achievement gap in California is large and appears unchanging, some high schools are beating the odds. How these schools are accomplishing this and how their approaches can inform state policy so that more schools can realize the same success is the focus of this study, conducted by the School Redesign Network at Stanford University and Justice Matters in San Francisco. Read more Race, Inequality, and Educational Accountability: The Irony of 'No Child Left Behind' By Linda Darling-Hammond | Race, Ethnicity, and Education, Vol. 10, No. 3 (September 2007), pp. 245-260. Abstract: The No Child Left Behind Act, the major education initiative of the Bush Administration, was intended to raise educational achievement and close the racial/ethnic achievement gap. Its strategies include focusing schools' attention on raising test scores, mandating better qualified teachers and providing educational choice. Unfortunately, the complex requirements of the law have failed to achieve these goals, and have provoked a number of unintended negative consequences which frequently harm the students the law is most intended to help. Among these consequences are a narrowed curriculum, focused on the low-level skills generally reflected on high stakes tests; inappropriate assessment of English language learners and students with special needs; and strong incentives to exclude low-scoring students from school, so as to achieve test score targets. In addition, the law fails to address the pressing problems of unequal educational resources across schools serving wealthy and poor children and the shortage of well-prepared teachers in high-need schools. A policy that would live up to the law's name would need to address these issues and reshape the law's requirements to enable the use of assessments and school improvement strategies that support higher-quality teaching and learning. The Flat Earth and Education: How America’s Commitment to Equity Will Determine Our Future By Linda Darling-Hammond | Presented for AERA's Third Annual Brown Lecture in Education Research | August/September, 2007 Abstract: In the knowledge-based economy that characterizes the 21st century, most previously industrialized countries are making massive investments in education. The United States ranks poorly on many leading indicators, however, primarily because of the great inequality in educational inputs and outcomes between White students and non-Asian "minority" students, who comprise a growing share of the U.S. public school population. Standards-based reforms have been launched throughout the United States with promises of greater equity, but while students are held to common standards—and increasingly experience serious sanctions if they fail to meet them—most states have not equalized funding and access to the key educational resources needed for learning. The result of this collision of new standards with old inequities is less access to education for many students of color, rather than more. This article outlines current disparities in educational access; illustrates the relationships between race, educational resources, and student achievement; and proposes reforms needed to equalize opportunities to learn. Read paper (pdf file, will open in a new window) All Things Being Equal: Instigating Opportunity in an Inequitable Time Educational Quality and Equality: What It Will Take to Leave No Child Behind Chapter by Linda Darling-Hammond from the book edited by Brian D. Smedley and Alan Jenkins, The New Press | Fall 2007 Introduction: When we talk about uninsured kids, dozens to a classroom, being taught by teachers with no expertise in their field; about mass incarceration with no rehabilitation; about real estate brokers or employment firms that continue to discriminate into the twenty-first century; about housing programs that reinforce segregation and fail to connect willing workers with the employers who need them, we are mainly talking about failures of opportunity. Contrary to popular belief, opportunity in America is in crisis. Class mobility is at an all-time low, the wage gap is through the roof, and Horatio Algers are few and far between. This and other critical ideas about the state of opportunity are documented in All Things Being Equal, a smart new book from a smart new outfit whose mission is to increase opportunity for all Americans. Half critique, half all-important-road-map-for-the-future, All Things Being Equal includes eight original essays by top-notch thinkers pointing to areas in American life where opportunity is missing and showing us how to instigate it. Securing the Right to Learn: The Quest for an Empowering Curriculum for African American Citizens By Linda Darling-Hammond, Joy Williamson, and Maria E. Hyler | Journal of Negro Education, Vol. 76, No. 3, pp. 281-296 | Summer 2007 Introduction: This article chronicles a journey to achieve the type of education that focused on the battles to secure access to schooling and a curriculum for full citizenship. The pursuit of educational opportunity has been and continues to be tortuous, with each step toward progress met by a major societal set back. As the fate of individuals and nations is increasingly tied up in their ability to learn, the quest for access to an equitable, empowering education for African Americans has become a critical issue for the American nation as a whole. Colorblindness as a Barrier to Inclusion: Assimilation and Nonimmigrant Minorities By Hazel Rose Markus, Claude Steele, and Dorothy Steele | Daedalus | September 22, 2000 Abstract: The assimilation of millions of immigrants from strikingly different worlds into one society is a story that defines America. In the shadow of this American story is another: the struggle to include millions of nonimmigrant minorities — African-Americans, American Indians, Latinos — within the mainstream of society. The first story is a celebration of diversity that reveals America as a haven for religious, cultural, and political difference. The second story tells of an ongoing struggle with difference, in this case a difference not of religion or cultural values but a difference in social, racial, and ethnic status.... |
