Racial politics and the elusive quest for excellence and equity in education

Pedro A. Noguera

Research output: Contribution to journalArticle

Abstract

This article examines the factors that influence the development of educational policies and practices designed to ameliorate the achievement gap in relatively affluent school districts. To provide a context for understanding the issues surrounding efforts to promote educational equity, the article begins by describing initiatives undertaken by schools in the recently established Minority Student Achievement Network (MSAN). The remainder of the article draws on research collected from a 4-year study carried out at Berkeley High School (BHS) to illustrate how racial disparities in academic outcomes are influenced by the structure of opportunity within schools and how efforts to address inequities often become politicized. The goal is to use the case of BHS to show how political factors complicate efforts to reduce racial disparities in student achievement and to make it clear why political strategies, rather than educational strategies alone, are needed to respond to the racial achievement gap.

Original languageEnglish (US)
Pages (from-to)18-41
Number of pages24
JournalEducation and Urban Society
Volume34
Issue number1
DOIs
StatePublished - 2001

Fingerprint

equity
politics
education
racial disparity
school
student
political strategy
political factors
educational practice
educational policy
minority
district

ASJC Scopus subject areas

  • Education
  • Urban Studies

Cite this

Racial politics and the elusive quest for excellence and equity in education. / Noguera, Pedro A.

In: Education and Urban Society, Vol. 34, No. 1, 2001, p. 18-41.

Research output: Contribution to journalArticle

@article{17f99a8afc554212ba6ee51c16fa1c6f,
title = "Racial politics and the elusive quest for excellence and equity in education",
abstract = "This article examines the factors that influence the development of educational policies and practices designed to ameliorate the achievement gap in relatively affluent school districts. To provide a context for understanding the issues surrounding efforts to promote educational equity, the article begins by describing initiatives undertaken by schools in the recently established Minority Student Achievement Network (MSAN). The remainder of the article draws on research collected from a 4-year study carried out at Berkeley High School (BHS) to illustrate how racial disparities in academic outcomes are influenced by the structure of opportunity within schools and how efforts to address inequities often become politicized. The goal is to use the case of BHS to show how political factors complicate efforts to reduce racial disparities in student achievement and to make it clear why political strategies, rather than educational strategies alone, are needed to respond to the racial achievement gap.",
author = "Noguera, {Pedro A.}",
year = "2001",
doi = "10.1177/0013124501341003",
language = "English (US)",
volume = "34",
pages = "18--41",
journal = "Education and Urban Society",
issn = "0013-1245",
publisher = "SAGE Publications Inc.",
number = "1",

}

TY - JOUR

T1 - Racial politics and the elusive quest for excellence and equity in education

AU - Noguera, Pedro A.

PY - 2001

Y1 - 2001

N2 - This article examines the factors that influence the development of educational policies and practices designed to ameliorate the achievement gap in relatively affluent school districts. To provide a context for understanding the issues surrounding efforts to promote educational equity, the article begins by describing initiatives undertaken by schools in the recently established Minority Student Achievement Network (MSAN). The remainder of the article draws on research collected from a 4-year study carried out at Berkeley High School (BHS) to illustrate how racial disparities in academic outcomes are influenced by the structure of opportunity within schools and how efforts to address inequities often become politicized. The goal is to use the case of BHS to show how political factors complicate efforts to reduce racial disparities in student achievement and to make it clear why political strategies, rather than educational strategies alone, are needed to respond to the racial achievement gap.

AB - This article examines the factors that influence the development of educational policies and practices designed to ameliorate the achievement gap in relatively affluent school districts. To provide a context for understanding the issues surrounding efforts to promote educational equity, the article begins by describing initiatives undertaken by schools in the recently established Minority Student Achievement Network (MSAN). The remainder of the article draws on research collected from a 4-year study carried out at Berkeley High School (BHS) to illustrate how racial disparities in academic outcomes are influenced by the structure of opportunity within schools and how efforts to address inequities often become politicized. The goal is to use the case of BHS to show how political factors complicate efforts to reduce racial disparities in student achievement and to make it clear why political strategies, rather than educational strategies alone, are needed to respond to the racial achievement gap.

UR - http://www.scopus.com/inward/record.url?scp=0035538819&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0035538819&partnerID=8YFLogxK

U2 - 10.1177/0013124501341003

DO - 10.1177/0013124501341003

M3 - Article

VL - 34

SP - 18

EP - 41

JO - Education and Urban Society

JF - Education and Urban Society

SN - 0013-1245

IS - 1

ER -