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Where Do We Place Our Children? Students of Color in Predominately White High School Settings
Mon, April 7, 12:25 to 1:55pm, Convention Center, Floor: 100 Level, 104BSession Type: Symposium
Abstract
Researchers share empirical evidence demonstrating how policies and practices in predominately white high schools reinstate negative discourses of race, propagate racism, and marginalize academic opportunities for students of color. The studies were conducted in different regions of the United States and the United Kingdom, suburban, urban, and private school settings, and with different populations of students of color. The research includes diverse methodologies, quantitative and qualitative methods, and different socio-cultural theoretical frameworks. Common themes across the different studies involve the role of tracking in student isolation, the inability of teachers and educators to address issues of race in school contexts, and the psychological, social, and academic outcomes related to students’ experiences in predominately white schools.
Sub Unit
Chair
Papers
Swimming Against the Tide: Students of Color in White Suburban High Schools - Thandeka K. Chapman, University of California - San Diego
Multiracial Students’ Perceptions of Schooling in a Predominantly White High School: Examining (Racial) Microaggressions Through a Quantitative Analysis - Dorinda Carter Andrews, Michigan State University; Christy Michelle Byrd, University of California, Santa Cruz
From Cities to Suburbs: Perspectives on Residential Migration Patterns Among Minority Groups - Robert T. Teranishi, University of California - Los Angeles
Race and Class: Understanding the “Other” in White Secondary Schools in England, the United Kingdom - Kalwant Bhopal, University of Southampton
Race and Discipline at a Racially Mixed High School: Status, Capital, and Organizational Routines - John B. Diamond, University of Wisconsin - Madison; Amanda E. Lewis, University of Illinois at Chicago
Black Boys’ Agency and Racialized Inequalities in a White High School - Carla D. O'Connor, University of Michigan; Seneca Rachel Nelson Rosenberg, University of Michigan; Shanta R. Robinson, University of Michigan; Robert Jagers, University of Michigan; Monica Alejandra Candal, University of Michigan
Examining the Social and Cultural Influences on Adolescents’ Development of Scientific Identity - Jessica T. Decuir-Gunby, North Carolina State University; Heather A. Davis, San Diego State University