Picture 1 of 1
Stock photo
Picture 1 of 1
Stock photo
Educational Opportunity in an Urban American High School : A Cultural Analysis by Patrick James McQuillan (1997, Trade Paperback)
Rarewaves (679300)
98.7% positive feedback
Price:
US $40.46
ApproximatelyRM 169.45
+ $3.99 shipping
Returns:
30 days return. Buyer pays for return shipping. If you use an eBay shipping label, it will be deducted from your refund amount.
Condition:
Oops! Looks like we're having trouble connecting to our server.
Refresh your browser window to try again.
About this product
Product Identifiers
PublisherSTATE University of New York Press
ISBN-100791435008
ISBN-139780791435007
eBay Product ID (ePID)572421
Product Key Features
Number of Pages243 Pages
Publication NameEducational Opportunity in an Urban American High School : a Cultural Analysis
LanguageEnglish
SubjectEducational Policy & Reform / General, Urban, Secondary, Educational Policy & Reform / Federal Legislation, General, Anthropology / Cultural & Social, Philosophy, Theory & Social Aspects
Publication Year1997
TypeTextbook
Subject AreaSocial Science, Education
AuthorPatrick James Mcquillan
FormatTrade Paperback
Dimensions
Item Height1 in
Item Weight14.4 Oz
Item Length9 in
Item Width6 in
Additional Product Features
Intended AudienceScholarly & Professional
LCCN96-052324
Dewey Edition21
Reviews"A chilling account of the force of inertia American schools can mount in the face of reform. I dare anyone to sit down and read this book through without having to come up for air and a long walk. Educational Opportunity in an Urban American High School is a timely contribution to the analysis of historical, attitudinal, and social resistance to meaningful change in classroom life." -- Shirley Brice Heath, Stanford University "In a way rarely found in the literature, this book contains fine grained description of one urban high school, and, at the same time, places that school in the context of American culture. Anyone interested in educational reform and the impact of implicit and explicit characteristics of our culture will find this book both engrossing and instructive." -- Seymour Sarason, Yale University "McQuillan's documentation and analysis of a high school reform effort is thorough, intriguing and revealing. He attends carefully to the influence of American culture on urban society, and he thereby gives an important critique to policies which largely ignore the objects of schooling--the students themselves. He shows how even the best-intentioned reform effort stumbles when it takes too little account of the attitudes and expectations of adolescents." -- Theodore R. Sizer, Chairman, Coalition of Essential Schools
Grade FromCollege Graduate Student
IllustratedYes
Dewey Decimal373.73/09173/2
Table Of ContentAcknowledgments Preface 1. Educational Opportunity Through the Lens of American Culture I. EDUCATIONAL OPPORTUNITY IN PRACTICE 2. Winning the Battle and Losing the War: A Look at One Russell High Classroom 3. Low Cultural and Social Capital, Continued 4. One Student's World at Russell High: A (School) Day in the Life of Rafael Jackson II. THE RESILIENCE OF THE STATUS QUO 5. Reform that Reproduced: The 1992 Committee 6. Respectability Lost: An Historical Perspective on Russell High School III. PROMOTING FAITH IN EDUCATIONAL OPPORTUNITY 7. Affirming the Myth of Educational Opportunity 8. Eastown: A City Divided IV. CONCLUSIONS 9. So What? Appendix: Methodological Reflections Notes References Index
SynopsisFocusing on issues of equity and opportunity in one urban high school, the book reveals how prominent American cultural values-in particular, students', teachers', and administrators' conceptions of educational opportunity-undermined the education that students received. This five-year ethnographic study examines issues of educational opportunity at Russell High, a multiethnic school in the city of Eastown. Focusing on the beliefs and values of students, teachers, and administrators, this study reveals how prevailing cultural beliefs, the collective nature of the student population, and the structure of the school system worked in concert, albeit unintentionally, to foster inequality. To make such an argument, this study draws on American cultural conceptions of individualism and adolescence-exploring how these beliefs were manifested in classrooms, in the efforts of two reform initiatives, in a protest-turned-riot by African American students in spring 1969, in school assemblies, and in local media-and thereby reveals how and why Russell students experienced educational opportunity in similar ways, for similar reasons, and with similar outcomes. Beyond exploring the cultural taken-for-granted at Russell High, this study considers the implications of such understanding for promoting educational opportunity more equitably., Focusing on issues of equity and opportunity in one urban high school, the book reveals how prominent American cultural values?in particular, students', teachers', and administrators' conceptions of educational opportunity?undermined the education that students received. This five-year ethnographic study examines issues of educational opportunity at Russell High, a multiethnic school in the city of Eastown. Focusing on the beliefs and values of students, teachers, and administrators, this study reveals how prevailing cultural beliefs, the collective nature of the student population, and the structure of the school system worked in concert, albeit unintentionally, to foster inequality. To make such an argument, this study draws on American cultural conceptions of individualism and adolescence?exploring how these beliefs were manifested in classrooms, in the efforts of two reform initiatives, in a protest-turned-riot by African American students in spring 1969, in school assemblies, and in local media?and thereby reveals how and why Russell students experienced educational opportunity in similar ways, for similar reasons, and with similar outcomes. Beyond exploring the cultural taken-for-granted at Russell High, this study considers the implications of such understanding for promoting educational opportunity more equitably., This five-year ethnographic study examines issues of educational opportunity at Russell High, a multiethnic school in the city of Eastown. Focusing on the beliefs and values of students, teachers, and administrators, this study reveals how prevailing cultural beliefs, the collective nature of the student population, and the structure of the school system worked in concert, albeit unintentionally, to foster inequality. To make such an argument, this study draws on American cultural conceptions of individualism and adolescence--exploring how these beliefs were manifested in classrooms, in the efforts of two reform initiatives, in a protest-turned-riot by African American students in spring 1969, in school assemblies, and in local media--and thereby reveals how and why Russell students experienced educational opportunity in similar ways, for similar reasons, and with similar outcomes. Beyond exploring the cultural taken-for-granted at Russell High, this study considers the implications of such understanding for promoting educational opportunity more equitably., Focusing on issues of equity and opportunity in one urban high school, the book reveals how prominent American cultural values--in particular, students', teachers', and administrators' conceptions of educational opportunity--undermined the education that students received.
LC Classification NumberLC191.4.M39 1998
Be the first to write a review
