Prudence Carter presents the results of an investigation of the following questions: How do low-income African American and Latino youths negotiate the boundaries between school and peer group contexts?
Principals play a vital role in setting the direction for successful schools, but existing knowledge on the best ways to prepare and develop highly qualified candidates is sparse. What are the essential elements of good leadership?
This multi-authored study examines whether certified teachers are, in general, more effective than those who have not met the testing and training requirements for certification.
In her book, Prudence Carter refutes common wisdom about teenage behavior and racial difference, and shows how intercultural communication, rather than assimilation, can help close the black-white gap.
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.
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.
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.
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.