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Inequality, Power and School Success

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a students
achievement gap
African American students
Asian Americans
Cambodian Boys
Cambodian Students
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critical race theory
Downward Assimilation
educational equity research
educational foundations
educational opportunity
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ethnic studies
Fi Nancial Aid
GPA
Grade Point Average
Hallway Hangers
immigrant studies
Immigrant Youth
immigrant youth education
Latina Teachers
Latino
Latino Immigrant Parents
Latino Students
Latino/a students
Latinoa students
MA
Magnet Program
minority student achievement
multicultural education
Nondominant Students
NYC Department
Probation Offi Cer
qualitative case studies
qualitative case study methods
race and ethnicity
racial formation theory
Racial Projects
School Noncompletion
Segmented Assimilation Theory
social inequality
sociology of education
sociopolitical resistance
Southern California High School
Ta Te
Undocumented Immigrant Students
Undocumented Students
urban education
urban school disparity analysis
Young Men
youth studies

Product details

  • ISBN 9781138837881
  • Weight: 521g
  • Dimensions: 152 x 229mm
  • Publication Date: 10 Apr 2015
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
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Description
This volume highlights issues of power, inequality, and resistance for Asian, African American, and Latino/a students in distinct U.S. and international contexts. Through a collection of case studies it links universal issues relating to inequality in education, such as Asian, Latino, and African American males in the inner-city neighborhoods, Latina teachers and single mothers in California, undocumented youth from Mexico and El Salvador, immigrant Morrocan youth in Spain, and immigrant Afro-Caribbean and Indian teenagers in New York and in London. The volume explores the processes that keep students thriving academically and socially, and outlines the patterns that exist among individuals—students, teachers, parents—to resist the hegemony of the dominant class and school failure. With emphasis on racial formation theory, this volume fundamentally argues that education, despite inequality, remains the best hope of achieving the American dream.
About

Gilberto Q. Conchas is professor of education policy and social context at the University of California, Irvine. Conchas’ research focuses on inequality with an emphasis on urban communities and schools. He is the author of The Color of Success: Race and High-Achieving Urban Youth (2006), Small Schools and Urban Youth: Using the Power of School Culture to Engage Youth (2008), and StreetSmart SchoolSmart: Urban Poverty and the Education of Adolescent Boys (2012).

Michael A. Gottfried is an assistant professor in the department of education at the Gevirtz School at the University of California, Santa Barbara. Dr. Gottfried’s research focuses on the economics of education and education policy. Using the analytic tools from these disciplines, he has examined issues pertaining to peer effects, classroom context, and STEM. Dr. Gottfried has published numerous articles in these areas and won multiple scholarly awards for his research, including the AERA’s Outstanding Publication in Methodology Award (2010 and 2012) and the Highest Reviewed Paper Award (2013).