000			04781cam a2200421Ii 4500
001			ocn914255678
003			OCoLC
005			20240726105000.0
008			150722t20152015enk ob 001 0 eng d
040			_aNT _beng _erda _epn _cNT _dNT _dIDEBK _dEBLCP _dYDXCP _dCDX _dOCLCF _dOCLCQ _dOCLCA _dOCLCQ _dOCLCA _dDEBSZ _dTAMCT _dVLB _dUAB _dIAT _dOSU _dMOR _dICA _dVGM _dOCLCQ _dMERUC _dOCLCQ _dOTZ _dOCLCQ
020			_a9780199711536 _q((electronic)l(electronic)ctronic)
043			_an-us---
050	0	4	_aLC212 _b.D477 2015
049			_aMAIN
100	1		_aLewis, Amanda E., _d1970- _e1
245	1	0	_aDespite the best intentions : _bhow racial inequality thrives in good schools / _cAmanda E. Lewis and John B. Diamond.
260			_aOxford : _bOxford University Press, _c(c)2015.
300			_a1 online resource (xix, 249 pages).
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_adata file _2rda
490	1		_aTransgressing boundaries
520	0		_a"On the surface, Riverview High School looks like the post-racial ideal. Serving an enviably affluent, diverse, and liberal district, the school is well-funded, its teachers are well-trained, and many of its students are high-achieving. Yet Riverview has not escaped the same unrelenting question that plagues schools throughout America: why is it that even when all of the circumstances seem right, black and Latina/o students continue to lag behind their peers? Through five years' worth of interviews and data-gathering at Riverview, Amanda Lewis and John Diamond have created a powerful and illuminating study of how the racial achievement gap continues to afflict American schools more than fifty years after the formal dismantling of segregation. As students progress from elementary school to middle school to high school, their level of academic achievement increasingly tracks along racial lines, with white and Asian students maintaining higher GPAs and standardized testing scores, taking more advanced classes, and attaining better college admission results than their black and Latina/o counterparts. Most research to date has focused on the role of poverty, family stability, and other external influences in explaining poor performance at school, especially in urban contexts. Diamond and Lewis instead situate their research in a suburban school, and look at what factors within the school itself could be causing the disparity. Most crucially, they challenge many common explanations of the "racial achievement gap," exploring what race actually means in this situation, and how it matters. Diamond and Lewis' research brings clarity and data into a debate that is too often dominated by stereotyping, race-baiting, and demagoguery. An in-depth study with far-reaching consequences, Despite the Best Intentions revolutionizes our understanding of both the knotty problem of academic disparities and the larger question of the color line in American society."--Publisher's description.
520	0		_aOn the surface, Riverview High School looks like the post-racial ideal. Serving an enviably affluent and diverse district, the school is well-funded, its teachers are well-trained, and many of its students are high-achieving. Yet Riverview has not escaped the same question that plagues schools throughout America: why is it that even when all of the circumstances seem right, black and Latina/o students continue to lag behind their peers? The authors present their study of how the racial achievement gap continues to afflict American schools more than fifty years after the formal dismantling of segregation. Their book addresses both the knotty problem of academic disparities and the larger question of the color line in American society.
504			_a2
505	0	0	_aIntroduction -- _tRace, oppositional culture, and school outcomes : are we barking up the wrong tree? -- _tThe road to detention is paved with good intentions : race and discipline at Riverview -- _t"It's like two high schools" : race, tracking, and performance expectations -- _tOpportunity hoarding : creating and maintaining racial advantage -- _tConclusion.
530			_a2 _ub
650		0	_aDiscrimination in education _zUnited States.
650		0	_aRacism in education _zUnited States.
650		0	_aEducational equalization _zUnited States.
655		1	_aElectronic Books.
700	1		_aDiamond, John B., _e1
856	4	0	_uhttps://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=1031238&site=eds-live&custid=s3260518 _zClick to access digital title | log in using your CIU ID number and my.ciu.edu password
942			_cOB _D _eEB _hLC. _m2015 _QOL _R _x _8NFIC _2LOC
994			_a92 _bNT
999			_c84942 _d84942
902			_a1 _bCynthia Snell _c1 _dCynthia Snell