Browsing by Subject "Discrimination in education--United States"
Now showing 1 - 2 of 2
Results Per Page
Sort Options
Item High stakes testing : it's intended and unintended consequences on minority and economically disadvantaged high school students(2003-05) Alexander, Vern Louis; Phelps, Donald G.This study examines the consequences of high stakes testing on minority and economically disadvantaged high school students. This qualitative study took place in a suburban school district outside of Dallas. The researcher studied the social, historical, and economic development of the community and the school district. Participants in the study included: central office administrators, campus administrators, teachers, and parents. The study suggests that the majority of educators in this school district view high stakes testing for minority and economically disadvantaged high school students as largely positive; due primarily to the decline in the achievement gap between minority students, economically disadvantaged students, and white students. There is a strong belief that high stakes testing has forced this school district to teach all students. There is also a belief that high stakes testing has not negatively impacted minority and economically disadvantaged students to dropout of school. The researcher suggests the need for further study of the impact of intended and unintended consequences of high stakes testing on minority and disadvantaged high school students. Perhaps a larger sampling of groups may provide additional depth to bring more creditability to this researcher’s findings.Item The majority minority: academic experiences of white students in a predominately racial/ethnic minority school(2003) Morris, Edward William; Muller, Chandra.This dissertation uses ethnographic data to trace the educational processes and meanings pertaining to whiteness and white students in a predominately minority middle school. White students in this setting derived some advantages from their race, especially in discipline and classroom interactions. Advantages of whiteness depended largely on how others interpreted this characteristic, however. Teachers’ race composed a key factor in how they approached and perceived white students. Black teachers tended to link whiteness in this context to middle-class status, while white teachers tended to view these white students as poor and unfortunate. In the youth peer culture, whiteness was not perceived as desirable, and many white students tried to distance themselves from stereotypical whiteness by connecting to minority peers and the predominately minority neighborhood. To conclude, I propose that whiteness should be viewed as a hegemonic system that marginalizes non-whites as well as whites who do not reflect the hegemonic ideal. I propose several ways schools can counteract the reproduction of hegemonic white privilege in education.