“Really Just Lip Service”: Talking About Diversity in Suburban Schools

References

• American Association of Colleges for Teacher Education (2013). The changing teacher preparation profession: A report from AACTE's professional education data system. Retrieved from http://aacte.org/news-room/announcements/aacte-releases-data-report-on-state-of-teacher-preparation.html
   Google Scholar
• Anyon, J. (2012). Schools and poverty. Teachers College Record, 114(6), 1–3.
   Google Scholar
• Auerbach, S. (2007). From moral supporters to struggling advocates: Reconceptualizing parent roles in education through the experience of working-class families of color. Urban Education, 42(3), 250–283.
   Web of Science ®Google Scholar
• Barry, N.H., & Lechner, J.V. (1995). Preservice teachers’ attitudes about and awareness of multicultural teaching and learning. Teaching & Teacher Education, 11(2), 149–161.
   Web of Science ®Google Scholar
• Berman, P., & Chambliss, D. (2000). Readiness of low-performing school for comprehensive reform. Emeryville, CA: RPP International.
   Google Scholar
• Bondy, E., & Ross, D.D. (1998). Confronting myths about teaching Black children: A challenge for teacher educators. Teacher Education and Special Education, 21(4), 241–254.
   Google Scholar
• Bonilla-Silva, E. (2006). Racism without racists: Color-blind racism and the persistence of inequality in the United States (2nd ed.). Lanham, MD: Rowman & Littlefield.
   Google Scholar
• Bomer, R., Dworin, J.E., May, L., & Semingson, P. (2008). Miseducating teachers about the poor: A critical analysis of Ruby Payne's claims about poverty. Teachers College Record, 110(12), 2497–2531.
   Web of Science ®Google Scholar
• Boser, U. (2014, May 4). Teacher diversity revisited: A new state-by-state analysis. Retrieved from the Center for American Progress website: https://www.americanprogress.org/issues/race/report/2014/05/04/88962/teacher-diversity-revisited/
   Google Scholar
• Castro, A.J. (2010). Themes on the research on preservice teachers’ views of cultural diversity: Implications for researching millennial preservice teachers. Educational Researcher, 39(3), 198–210.
   Web of Science ®Google Scholar
• Causey, V.E., Thomas, C.D., & Armento, B.J. (2000). Cultural diversity is basically a foreign term to me: The challenges of diversity for preservice teacher education. Teaching and Teacher Education, 16, 33–45.
   Web of Science ®Google Scholar
• Clement, S. (2015, April 7). Millennials are just about as racist as their parents [Blog post]. Wonkblog on The Washington Post. Retrieved from https://www.washingtonpost.com/news/wonk/wp/2015/04/07/white-millennials-are-just-about-as-racist-as-their-parents/
   Google Scholar
• Cooper, C.W. (2009). Performing cultural work in demographically changing schools: Implications for expanding transformative leadership frameworks. Educational Administration Quarterly, 45(4), 694–724.
   Web of Science ®Google Scholar
• Evans, A.E. (2007a). Changing faces: Suburban school responses to demographic change. Education and Urban Society, 39(3), 315–248.
   Web of Science ®Google Scholar
• Evans, A.E. (2007b). School leaders and their sensemaking about race and demographic change. Educational Administration Quarterly, 43(2), 159–188.
   Web of Science ®Google Scholar
• Evans-Winters, V.E., & Hoff, P.T. (2011). The aesthetics of white racism in pre-service teacher education: A critical race theory perspective. Race Ethnicity and Education, 14(4), 461–479.
   Web of Science ®Google Scholar
• Feistritzer, C.E. (2011). Profile of teachers in the U.S. 2011. Washington, DC: National Center for Education Information.
   Google Scholar
• Finnan, C. (2013). Perceptions of self and other in the elementary classroom: From George Spindler's “Roger Harker” story to today's classrooms. Anthropology and Education Quarterly, 44(1), 94–103.
   Web of Science ®Google Scholar
• Frankenberg, E. (2012). Exploring teachers’ racial attitudes in a racially transitioning society. Education and Urban Society, 44(4), 448–476.
   Web of Science ®Google Scholar
• Frankenberg, E., & Lee, C. (2002). Race in American public schools: Rapidly resegregating school districts [Report]. Cambridge, MA: Civil Rights Project at Harvard University.
   Google Scholar
• Frankenberg, E., & Orfield, G. (Eds.). (2012). The resegregation of suburban schools: A hidden crisis in American education. Cambridge, MA: Harvard Education Press.
   Google Scholar
• Garcia, S.B., & Guerra, P.L. (2004). Deconstructing deficit thinking: Working with educators to create more equitable learning environments. Education and Urban Society, 36(2), 150–168.
   Web of Science ®Google Scholar
• Gay, G. (2009). Acting on beliefs in teacher education for cultural diversity. Journal of Teacher Education, 61(1–2), 143–152.
   Google Scholar
• Gay, G., & Kirkland, K. (2003). Developing cultural critical consciousness and self-reflection in pre-service teacher education. Theory into Practice, 42(3), 181–187.
   Web of Science ®Google Scholar
• Guerra, P.L., & Nelson, S.W. (2013). Latino parent involvement: Seeing what has always been there. Journal of School Leadership, 23(3), 424–455.
   Google Scholar
• Goldenberg, B. M. (2014). White teachers in urban classrooms: Embracing non-white students' cultural capital for better teaching and learning. Urban Education, 49(1), 111–144.
   Google Scholar
• Hanushek, E.A., Kain, J.F., & Rivkin, S.G. (2004). Why public schools lose teachers. Journal of Human Resources, 39(2), 326–354.
   Web of Science ®Google Scholar
• Henfield, M.S., & Washington, A.R. (2012). “I want to do the right thing but what is it?”: White teachers’ experiences with African American students. Journal of Negro Education, 81(2), 148–161.
   Google Scholar
• Hinojosa, M.S., & Moras, A. (2009). Challenging colorblind education: A descriptive analysis of teacher racial attitudes. Research and Practice in Social Sciences, 4(2), 27–45.
   Google Scholar
• Hoff, D.L., Yoder, N., & Hoff, P.S. (2006). Preparing educational leaders to embrace the “public” in public schools. Journal of Educational Administration, 44(3), 239–249.
   Google Scholar
• Hollins, E.R., & Guzman, M.T. (2009). Research on preparing teachers for diverse populations. In M. Cochran-Smith & K.M. Zeichner (Eds.), Studying teacher education: The report of the AERA Panel on Research and Teacher Education (pp. 477–548). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Howard, G.R. (2006). We can't teach what we don't know: White teachers, multiracial schools (2nd ed.). New York, NY: Teachers College Press.
   Google Scholar
• Jones-Correa, M. (2008). Race to the top? The politics of immigrant education in suburbia. In D.S. Massey (Ed.), New faces in new places: The changing geography of American immigration (pp. 308–340). New York, NY: Russell Sage Foundation.
   Google Scholar
• Krysan, M. (1998). Privacy and the expression of white racial attitudes: A comparison across three contexts. Public Opinion Quarterly, 62(4), 506–544.
   Web of Science ®Google Scholar
• Lee, C.D. (2009). Historical evolution of risk and equity: Interdisciplinary issues and critiques. Review of Research in Education, 33, 63–100.
   Web of Science ®Google Scholar
• Lewis, A. (2001). There is no “race” in the schoolyard: Color-blind ideology in an (almost) all-white school. American Educational Research Journal, 38(4), 781–811.
   Web of Science ®Google Scholar
• Marrow, H.B. (2011). New destination dreaming. Palo Alto, CA: Stanford University Press.
   Google Scholar
• Martinez, S.L. M., & Rury, J.L. (2012). From “culturally deprived” to “at risk”: The politics of popular expression and educational inequality in the United States, 1960–1985. Teachers College Record, 114(6), 1–31.
   PubMed Web of Science ®Google Scholar
• Maxwell, L.A. (2014, August 20). U.S. school enrollment hits majority–minority milestone. Education Week. Retrieved from http://www.edweek.org/ew/articles/2014/08/20/01demographics.h34.html
   Google Scholar
• Merriam, S.B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Morris, E.W. (2005a). From “middle class” to “trailer trash”: Teachers’ perceptions of white students in a predominately minority school. Sociology of Education, 78(2), 99–121.
   Web of Science ®Google Scholar
• Morris, E.W. (2005b). “Tuck in that shirt!”: Race, class, gender, and discipline in an urban school. Sociological Perspectives, 48(1), 25–48.
   Web of Science ®Google Scholar
• Moule, J. (2009). Understanding unconscious bias and unintentional racism. Phi Delta Kappan, 90(5), 320–326.
   Web of Science ®Google Scholar
• Nelson, S.W., & Guerra, P.L. (2014). Educator beliefs and cultural knowledge: Implications for school improvement efforts. Educational Administration Quarterly, 50(1), 67–95.
   Web of Science ®Google Scholar
• Nieto, S. (2000). Placing equity front and center: Some thoughts on transforming teacher education for a new century. Journal of Teacher Education, 51(3), 180–187.
   Web of Science ®Google Scholar
• Paine, L. (1990). Orientation towards diversity: What do prospective teachers bring? (National Center for Research on Teacher Education Research Report 89-9; ED 320 903). Retrieved from ERIC database (ED320903).
   Google Scholar
• Pajares, M.F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332.
   Web of Science ®Google Scholar
• Pohan, C.A. (1996). Preservice teachers’ beliefs about diversity: Uncovering factors leading to multicultural responsiveness. Equity & Excellence in Education, 29(3), 62–69.
   Google Scholar
• Pollock, M. (2005). Colormute: Race talk dilemmas in an American school. Princeton, NJ: Princeton University Press.
   Google Scholar
• Shen, J., Wegenke, G.L., & Cooley, V.E. (2003). Has the public teaching force become more diversified? Educational Horizons, 81(3), 112–118.
   Google Scholar
• Siwatu, K.O. (2011). Preservice teachers’ sense of preparedness and self-efficacy to teach in America's urban and suburban schools: Does context matter? Teaching and Teacher Education, 27(2), 357–365.
   Web of Science ®Google Scholar
• Solarzano, D.G., & Yosso, T.J. (2001). From racial stereotyping and deficit discourses toward a critical race theory in teacher education. Multicultural Education, 9(1), 2–8.
   Google Scholar
• Trent, S.C., Kea, C.D., & Oh, K. (2008). Preparing preservice educators for cultural diversity: How far have we come? Exceptional Children, 74(3), 328–350.
   Web of Science ®Google Scholar
• Turner, E.O. (2015). Districts’ response to demographic change: Making sense of race, class, and immigration in political and organizational context. American Educational Research Journal, 52(1), 4–39.
   Web of Science ®Google Scholar
• U.S. Bureau of the Census. (2000). Appendix A: Census 2000 Geographic Terms and Concepts (pp. A1–A27).
   Google Scholar
• U.S. Department of Education, National Center for Education Statistics. (2009). Common Core of Data—Public elementary/secondary school universe survey data [Data file]. Retrieved from https://nces.ed.gov/ccd/pubschuniv.asp
   Google Scholar
• U.S. Department of Education, National Center for Education Statistics. (2013). Schools & staffing survey—Public school teacher data file, 1987–88 through 2011–12 [Data file]. Retrieved from https://nces.ed.gov/programs/digest/current_tables.asp
   Google Scholar
• Valencia, R.R. (Ed.). (1997). The evolution of deficit thinking: Educational thought and practice. Abingdon, Oxford, England: Routledge Falmer.
   Google Scholar
• Valencia, R.R. (2010). Dismantling contemporary deficit thinking: Educational thought and practice. New York, NY: Routledge.
   Google Scholar
• Valencia, R.R., & Black, M.S. (2002). “Mexican Americans don't value education!”—On the basis of the myth, mythmaking, and debunking. Journal of Latinos and Education, 1(2), 81–103.
   Google Scholar
• van Dijk, T.A. (1993). Principles of critical discourse analysis. Discourse Society, 4(2), 249–283.
   Google Scholar
• Wainer, A. (2006). The new Latino South and the challenge to American public education. International Migration, 44(5), 129–165.
   Web of Science ®Google Scholar
• Weisman, E.M., & Garza, S.A. (2002). Preservice teacher attitudes toward diversity: Can one class make a difference? Equity & Excellence in Education, 35(1), 28–34.
   Google Scholar
• Welton, A.D., Diem, S., & Holme, J.J. (2015). Color conscious, cultural blindness: Suburban school districts and demographic change. Education and Urban Society, 47(6), 695–722.
   Web of Science ®Google Scholar
• Willig, C. (2013). Discourses and discourse analysis. In U. Flick (Ed.), The SAGE handbook of qualitative data analysis (pp. 341–353). Thousand Oaks, CA: Sage.
   Google Scholar
• Wilson, W.J. (2010). More than just race: Being Black and poor in the inner city. New York, NY: W. W. Norton.
   Google Scholar
• Zygmunt-Fillwalk, E., & Clark, P. (2007). Becoming multicultural: Raising awareness and supporting change in teacher education. Childhood Education, 83(5), 288–293.
   Google Scholar