打印

作者

来源

URBAN EDUCATION,Vol.54,Issue3,P.397-429

语言

英文

关键字

ecology of education; race and ethnicity; school reform; school expectancy theory; self-fulfilling prophecy; small schools; teacher belief; urban education; CRITICAL RACE THEORY; SEGREGATION; FRAMEWORK; EDUCATION; TEACHERS; CHOICE; EQUITY; MALES

作者单位

[Liou, Daniel D.] Arizona State Univ, Mary Lou Fulton Teachers Coll, Educ Leadership & Innovat, Glendale, AZ USA. [Rotheram-Fuller, Erin] Arizona State Univ, Special Educ, Glendale, AZ USA. Liou, DD (reprint author), Arizona State Univ, 14221 N 51st Ave 3091, Glendale, AZ 85306 USA. E-Mail: dliou@asu.edu

摘要

Although education reforms have been designed to improve academic achievement for all students, there may be intervening factors, such as teacher expectations, that interfere with the success of these initiatives. This ethnographic case study examined student and teacher perspectives on an urban high school reform, and how that reform was experienced within the classroom by African American students. Findings suggest that these African American students felt a strong sense of positive identity with their small school, despite racist public perceptions of it. Within the classroom, students continued to face persistent low academic expectations despite the school's pursuits of equity.