Closing the Gap: Moving From Rhetoric To Reality In Opening Doors To Higher Education for African-American Students
This report from the Legal Defense Fund argues that if the gap in college enrollment and graduation persists, we risk losing a generation of African-American youth.
In this report, Linda Darling-Hammond et al. show how the design of high school graduation policies can have important consequences for teaching, learning, and student attainment.
From Racial Liberalism to Racial Literacy: Brown v. Board of Education and the Interest-Divergence Dilemma
Lani Guinier argues that to address the full range of racialized inequities, racial justice advocates need to move beyond the early tenets of racial liberalism to racial literacy.
Prudence Carter argues for a more complex understanding of racial identity and meaning making in order to better understand and alleviate academic attainment gaps among all groups of American students.
Black Cultural Capital, Status Positioning, and the Conflict of Schooling for Low-Income African American Youth
In this article, Carter provides evidence of the coexistence of “dominant” and “non-dominant” forms of capital within the social and academic lives of poor ethnic minority students.
This study of the Coalition Campus Schools Project in NYC documents a unique “birthing” process for new, small schools created as part of a network of reform-oriented schools.
Linda Darling-Hammond provides an overview of design features found in successful small schools.
Between a ‘Soft’ and a ‘Hard’ Place: Issues of Gender Identity in the Schooling and Job Behaviors of Low-Income Minority Youth
An article by Prudence Carter in "Sociological Studies of Children and Youth."
Hazel Markus et al. propose an alternative model of inclusion, which acknowledges differences attached to group identity while creating a setting that is accepting of differences as non-limiting.