688
Views
8
CrossRef citations to date
0
Altmetric
Section II: Responses to Demographic Change

Promising or Potentially Harmful? Suburban School Responses to Racial Change

REFERENCES

  • Allport, G.W. (1954). The nature of prejudice. Reading, MA: Addison Wesley.
  • Banks, J.A. (2013). Approaches to multicultural curriculum reform. In J.A. Banks & C.A. McGee Banks (Eds.), Multicultural education: Issues and perspectives (8th ed., pp. 181–199). New York, NY: John Wiley & Sons.
  • Banks, J.A., Cookson, P., Gay, G., Hawley, W.D., Irvine, J.J., Nieto, S.,... Stephan, W.G. (2001). Diversity within unity: Essential principles for teaching and learning in a multicultural society. Seattle, WA: Center for Multicultural Education, University of Washington.
  • Banks, J.A., & McGee-Banks, C.A. (Eds.). (2004). Handbook of research on multicultural education (2nd ed.). San Francisco, CA: Jossey-Bass.
  • Bonilla-Silva, E. (2003). Racism without racists: Color-blind racism and the persistence of racial inequality in America. Lanham, MD: Rowman and Littlefield.
  • Booher-Jennings, J. (2005). Below the bubble: “Educational triage” and the Texas accountability system. American Educational Research Journal, 42(2), 231–268.
  • Boser, U. (2011). Teacher diversity matters: A state-by-state analysis of teachers of color. Washington, DC: Center for American Progress.
  • Braddock, J.H., & McPartland, J.M. (1989). Social-psychological processes that perpetuate racial segregation: The relationship between school and employment desegregation. Journal of Black Studies, 19(3), 267–289.
  • Burris, C.C., & Welner, K.G. (2007). Classroom integration and accelerated learning through detracking. In E. Frankenberg & G. Orfield (Eds.), Lessons in integration: Realizing the promise of racial diversity in American schools. Charlottesville, VA: University of Virginia Press.
  • Cabrera, N.L., Milem, J.F., Jaquette, O., & Marx, R.W. (2014). Missing the (student achievement) forest for all the (political) trees: Empiricism and the Mexican American studies controversy in Tucson. American Educational Research Journal, 51(6), 1084–1118.
  • Crain, R.L., & Mahard, R. (1983). The effect of research methodology on desegregation achievement studies: A meta-analysis. American Journal of Sociology, 88(5), 839–854.
  • DeBray, E., & Grooms, A. (2012). High civic capacity, low demand for integration: Rapid demographic transition in suburban Atlanta. In E. Frankenberg & G. Orfield (Eds.), The resegregation of suburban schools: A hidden crisis in American education (pp. 163–184). Cambridge, MA: Harvard Education Press.
  • Dessoff, A. (2009). Reaching graduation with credit recovery. District Administration, 45(9), 43–48.
  • Eisenhardt, K. (1989). Building theories from case study research. The Academy of Management Review, 14(4), 532–550.
  • Frankenberg, E. (2013). Wither the suburban ideal? Understanding contemporary suburban school contexts. In G.L. Sunderman (Ed.), Charting reform, achieving equity in a diverse nation (pp. 27–54). Charlotte, NC: Information Age Publishing.
  • Frankenberg, E., & Ayscue, J.B. (2013). New faces in suburban spaces: How diversifying districts and schools are responding to marked changes in their racial makeup. School Administrator, 70(11), 22–27.
  • Frankenberg, E., Ayscue, J.B., & Tyler, A.C. (2016/this issue). Diversifying high schools in racially changing suburban districts: Expanding opportunity, creating barriers? Peabody Journal of Education, 91.
  • Frankenberg, E., & Orfield, G. (2012). The resegregation of suburban schools: A hidden crisis in American education. Cambridge, MA: Harvard Education Press.
  • Frey, W.H. (2011). Melting pot cities and suburbs: Racial and ethnic change in metro America in the 2000s. Washington, DC: The Brookings Institution.
  • Gándara, P., Maxwell-Jolly, J., & Driscoll, A. (2005). Listening to teachers of English language learners: A survey of California teachers’ challenges, experiences, and professional development needs. Santa Cruz, CA: The Center for the Future of Teaching and Learning.
  • Gándara, P., & Orfield, G. (2010). A return to the “Mexican room”: The segregation of Arizona's English learners. Los Angeles, CA: The Civil Rights Project/Proyecto Derechos Civiles.
  • Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). New York, NY: Teachers College Press.
  • Gifford, B.R., & Valdés, G. (2006). The linguistic isolation of Hispanic students in California's public schools: The challenge of reintegration. Yearbook of the National Society for the Study of Education, 105(2), 125–154.
  • Goldenberg, C. (2008). Teaching English language learners: What the research does—and does not—say. American Educator, Summer, 8–23, 42–44.
  • Gorski, P. (2006). The classist underpinnings of Ruby Payne's framework. Teachers College Record.
  • Graham, P.A. (1987). Black teachers: A drastically scarce resource. Phi Delta Kappa International, 68(8), 598–605.
  • Gumus-Dawes, B., Orfield, M., & Luce, T. (2012). Dividing lines: East versus west in Minneapolis suburbs. In E. Frankenberg & G. Orfield (Eds.), The resegregation of suburban schools: A hidden crisis in American education (pp. 113–138). Cambridge, MA: Harvard Education Press.
  • Hallinan, M. (1998). Diversity effects on student outcomes: Social science evidence. Ohio State Law Journal, 59, 733–754.
  • Hamilton, L. (2003). Assessment as a policy tool. Review of Research in Education, 27, 25–68.
  • Hawley, W.D. (2007). Designing schools that use student diversity to enhance learning of all students In E. Frankenberg & G. Orfield (Eds.), Lessons in integration: Realizing the promise of racial diversity in American schools (pp. 31–56). Charlottesville, VA: University of Virginia Press.
  • Holland, A., & Andre, T. (1987). Participation in extracurricular activities in secondary school: What is known, what needs to be known? Review of Educational Research, 57(4), 437–466.
  • Hornby, G., & Lafaele, R. (2011). Barriers to parental involvement in education: An explanatory model. Educational Review, 63(1), 37–52.
  • Howard, G.R. (2007). As diversity grows, so must we. Educational Leadership, 64(6), 16–22.
  • Irvine, J.J. (1988). An analysis of the problem of disappearing black educators. The Elementary School Journal, 88(5), 503–513.
  • Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491.
  • Lee, V.E., Smith, J.B., Perry, T.E., & Smylie, M.A. (1999). Social support, academic press, and student achievement: A view from the middle grades in Chicago. Chicago, IL: Consortium on Chicago School Research.
  • Linn, R., & Welner, K. (2007). Race-conscious policies for assigning students to schools: Social science research and the Supreme Court cases. Washington, DC: National Academy of Education.
  • Losen, D.J., & Gillespie, J. (2012). Opportunities suspended: The disparate impact of disciplinary exclusion from school. Los Angeles, CA: The Center for Civil Rights Remedies at The Civil Rights Project/Proyecto Derechos Civiles.
  • McAllister, G., & Irvine, J.J. (2000). Cross cultural competency and multicultural teacher education. Review of Educational Research, 70(1), 3–24.
  • Merriam, S.B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.
  • Mickelson, R.A. (2005). The incomplete desegregation of the Charlotte-Mecklenburg Schools and its consequences, 1971–2004. In J.C. Boger & G. Orfield (Eds.), School resegregation: Must the South turn back? (pp. 87–110). Chapel Hill, NC: University of North Carolina Press.
  • Mickelson, R.A., & Nkomo, M. (2012). Integrated schooling, life course outcomes, and social cohesion in multiethnic democratic societies. Review of Research in Education, 36, 197–238.
  • Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), 132–141.
  • Moses, M.S., & Rogers, J. (2013). Enhancing a nation's democracy through equitable schools. In P.L. Carter & K.G. Welner (Eds.), Closing the opportunity gap: What America must do to give every child an even chance (pp. 207–216). New York, NY: Oxford University Press.
  • National Center for Education Statistics. (2013). The condition of education 2013. Washington, DC: U.S. Department of Education.
  • Ng, J.C., & Rury, J.L. (2006). Poverty and education: A critical analysis of the Ruby Payne phenomenon. Teachers College Record. Retrieved from http://www.tcrecord.org/content.asp?contentid=12596
  • No Child Left Behind (NCLB) Act of 2001, Pub. L No. 107-110 § 115, Stat 1425 (2002).
  • Oakes, J. (2005). Keeping track: How schools structure inequality (2nd ed.). New Haven, CT: Yale University Press.
  • Orfield, G., & Frankenberg, E. (2008). The last have become first: Rural and small town America lead the way on desegregation. Los Angeles, CA: The Civil Rights Project/Proyecto Derechos Civiles.
  • Orfield, G., & Lee, C. (2005). Why segregation matters: Poverty and educational inequality. Cambridge, MA: The Civil Rights Project.
  • Osher, D., Bear, G.G., Sprague, J.R., & Doyle, W. (2010). How can we improve school discipline? Educational Researcher, 39(1), 48–58.
  • Owens, A., & Sunderman, G.L. (2006). School accountability under NCLB: Aid or obstacle for measuring racial equity? Cambridge, MA: The Civil Rights Project.
  • Peguero, A.A., Portillos, E.L., & Gonzalez, J.C. (2015). School securitization and Latina/o educational progress. Urban Education, 50(7), 812–838.
  • Pettigrew, T., & Tropp, L. (2006). A meta-analytic test of intergroup contact theory. Journal of Personality and Social Psychology, 90(5), 751–783.
  • Pollock, M. (2004). Colormute: Race talk dilemmas in an American school. Princeton, NJ: Princeton University Press.
  • powell, j.a., & High, R. (2007). The common schools democracy requires: Expanding membership through inclusive education. In E. Frankenberg & G. Orfield (Eds.), Lessons in integration: Realizing the promise of racial diversity in American schools (pp. 265–289). Charlottesville, VA: University of Virginia Press.
  • Rose, M. (2013). The mismeasure of teaching and learning: How contemporary school reform fails the test. In M.B. Katz & M. Rose (Eds.), Public education under siege (pp. 9–20). Philadelphia, PA: University of Pennsylvania Press.
  • Skiba, R.J., Michael, R.S., Nardo, A.C., & Peterson, R.L. (2002). The color of discipline: Sources of racial and gender disproportionality in school punishment. The Urban Review, 34(4), 317–342.
  • Sleeter, C.E. (2011). The academic and social value of ethnic studies: A research review. Washington, DC: National Education Association.
  • Tracey, C. (2005). Listening to teachers: Classroom realities and NCLB. In G.L. Sunderman, J.S. Kim, & G. Orfield (Eds.), NCLB meets school realities: Lessons from the field (pp. 81–104). Thousand Oaks, CA: Corwin Press.
  • Tropp, L.R., & Prenovost, M.A. (2008). The role of intergroup contact in predicting children's interethnic attitudes: Evidence from meta-analytic and field studies. In S.R. Levy & M. Killen (Eds.), Intergroup attitudes and relations in childhood through adulthood (pp. 236–248). New York, NY: Oxford University Press.
  • Tyler, A.C. (2016Really just lip service”: Talking about diversity in suburban schools. Peabody Journal of Education, 91, 289–308.
  • Villegas, A.M., & Lucas, T.F. (2005). Diversifying the teacher workforce: A retrospective and prospective analysis. Yearbook of the National Society for the Study of Education, 103(1), 70–104.
  • Wells, A.S., & Crain, R.L. (1994). Perpetuation theory and the long-term effects of school desegregation. Review of Educational Research, 64(4), 531–555.
  • Welner, K.G., & Carter, P.L. (2013). Achievement gaps arise from opportunity gaps. In P.L. Carter & K.G. Welner (Eds.), Closing the opportunity gap: What America must do to give every child an even chance (pp. 1–10). New York, NY: Oxford University Press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.