A100 Week 14 (Bonus Week)

1. A100 Week 14 (Bonus Week)

2. New Topic: “Race, Class, Power and School Reform

3. What makes for a constructive discussion when talking about race? .

4. Race, class and power: How do they matter? • Why has it proven so difficult to create more good schools, particularly in urban areas? Answer this question foregrounding issues of race, class and power.

5. Race, class and power: How do they matter • sdf

6. Race, class and power: How do they matter (cntd) • sdf

7. Race, class and power: How do they matter • Macro level • From de jure to de facto segregation + suburbanization • http://www.demographia.com/db-city1970sloss.htm • Deindustrialization and collapse of cities • Aided by gov’t policies – • FHA loans to buy new suburban homes (mostly to whites) • Creation of interstate highways • Redlining and zoning • Reinforced by the courts • Milliken v. Bradley (no cross district busing) 1974 • Louisville and Seattle case • Race not to be used in student assignment (voluntary)

8. Race, class and power: How do they matter • Macro level • Reinforced by property taxes revolts (1978) • Segregation magnifies inequalities of political power • Ideology: • Privatization of discourse around schooling • No discussion of de facto segregation, despite celebration of “color blind” or “post-racial” society

9. Race, class and power: How do they matter • Meso level (schools) • Inequality of resources • Human (distribution of high quality teachers) • See next slide (Ingersoll research) • Financial (distribution of resources by property taxes • Social capital (knowledge and norms of middle class ways of life) • Research on busing and Metco (see the wikis!) • Tracking and discipline inequities • Multiplies the problems faced by high poverty schools Question: Is segregation a given? Can or should we try to change this? Does not challenging segregation mean giving up on the legacy of Brown?

10. Race, class and power: How do they matter • Ingersoll research on distribution of teachers: • “An analysis of the 1999-2000 Schools and Staffing Survey by University of Pennsylvania's Richard Ingersoll for Quality Counts 2003, for example, revealed that students in high-poverty, high-minority schools have less access to highly qualified teachers than do students in low-poverty, low-minority schools. Secondary students in high-poverty schools are twice as likely as those in low-poverty schools to have a teacher who is not certified in the subject he or she teaches. Students in high-poverty, high-minority schools are also more likely to be taught by an inexperienced teacher. Furthermore, teachers in high-poverty schools reported less favorable working conditions than teachers in wealthier schools” – Ed Week, http://www.edweek.org/rc/issues/achievement-gap/

11. Race, class and power: How do they matter • Meso level (schools) • Distribution of high quality teachers • Inequality of resources • Human (distribution of high quality teachers) • See next slide (Ingersoll research) • Financial (distribution of resources by property taxes • Social capital (knowledge and norms of middle class ways of life) • Research on busing and Metco (see the wikis!) • Multiplies the problems faced by high poverty schools Question: Is segregation a given? Can or should we try to change this? Does not challenging segregation mean giving up on the legacy of Brown?

12. Race, class and power: How do they matter • Micro level (individuals, families, and communities) • Unequal childhoods • Oppositional culture • Stereotype threat

13. Race, class and power: Micro-level factors • Unequal childhoods (Annette Lareau) • Concerted cultivation – middle class families • Natural growth – poor families • Vocabulary studies and cognitive skills (Hart and Risley) • B/w test score gaps when students enter schools • Home advantage (Lareau’s earlier work) • Different relationship between school and parents • Middle class parents – commanding • Working class parents -- deferential

14. Race, class and power: How do they matter • Oppositional culture • Ogbu (1978) • Distinction between voluntary and involuntary minorities • Different aspirations and experiences with the opportunity structure • Perceptions of blocked opportunity structure leads to disengagement with academics • Highly contested in the literature (Ainsworth-Darnell and Downey 1998, Willis 1977) • Is oppositional culture more a matter of masculinity than it is about minority status? • Is it bad to be smart no matter your race? • Differential opportunities, neighborhood effects

15. Race, class and power: Stereotype threat • When faced with stereotype, become more likely to fulfill it • Psychological studies of undergraduates • “Primed” condition – Primed by “told it is a test of ability” or primed by having to check a box indicating race

16. Stereotype Threat: Race Source: Steele and Aronson (1995)

17. Stereotype Threat: Gender Source: Spencer and Steele (1999)

18. Stereotype Threat • Shih, Pittinsky and Ambady (1999) • Asian-American women and a math test • What do you think happened?

19. Stereotype Threat

20. Stereotype Threat Mechanisms • Anxiety • Desire to disprove overall stereotypes • Version of self-fulfilling prophecy Have you ever felt stereotype threat?

21. New Topic: “From Analysis to Action: Overcoming Inequalities of Race, Class and Power”

22. From Analysis to Action: Mobilizing to Overcome Inequality • Resources, opportunities, and strategies • Be creative about resources and realistic about power

23. Attacking Inequalities of Race, Class and Power: Example 1: Montgomery County Resources • ads Realistic about power • asfa Opportunities • assd Strategy • sfsd

24. Attacking Inequalities of Race, Class and Power: Example 1: Montgomery County Resources • Superintendent’s seat • Significant tax base • Weast’s social connections Realistic about power • Advantaged parents protective of own children Opportunities • Hurricane Katrina (created a sense of moral outrage) Strategy • Red zone and green zone • Equality = equity • Improvement for all children (backward mapping)

25. Attacking Inequalities of Race, Class and Power: Example 2: Equity at HGSE Resources • Student opinion • Time & social capital • Analytic skills Realistic about power • Faculty/dean are constant, students are transient Opportunities • Gap between rhetoric and practice Strategy • Conduct survey of student views of equity • Present recommendations to the Dean publicly • Institutionalize through committee

26. Attacking Inequalities of Race, Class and Power: Example 3: A Problem You Care About Resources Realistic about power Opportunities Strategy

27. Disparities in education: outcomes • Course-taking patterns • Algebra 2: • Whites - -64% • Blacks – 55% • Latinos – 48% • AP Calculus • Whites - -7.5% • Blacks – 3.4% • Latinos – 3.7%

28. Disparities in education: outcomes • Completing school • High school graduation on time • Whites - -72% • Blacks – 50% • Latinos – 50% • College graduation (of 100 kindergarteners) • Whites – 30 of 100 • Blacks – 16 of 100 • Chicago Public Schools – 6 of 100 9th graders will get a B.A.

29. Much of race gaps are explainable by class • 30 percent of black children, 27 percent of Hispanic children and 13 percent of white children grow up poor • Example: • Students in bottom income quintile are 6 times more likely to drop out of high school than students in top income quintile • Often statistics are presented by race rather than class b/c students, particularly young ones, cannot reliably give their parents income, so we often don’t even ask.

30. Race, class and power: how do they matter? • Tests • 4th grade reading NAEP: • Whites - -39% profiicent • Blacks – 12% proficient • Latinos – 14% proficient • 4th grade reading NAEP: • Whites - -40% profiicent • Blacks – 10% proficient • Latinos – 15% proficient