Precarious Space: Majority Black Suburbs and Their Public Schools

Autor/inn/en	Ascher, Carol; Branch-Smith, Edwina
Titel	Precarious Space: Majority Black Suburbs and Their Public Schools
Quelle	In: Teachers College Record, 107 (2005) 9, S.1956-1973 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
DOI	10.1111/j.1467-9620.2005.00581.x
Schlagwörter	Suburban Schools; Public Schools; Educational Finance; African Americans; Suburbs; Racial Bias; Racial Discrimination; Low Achievement; Jersey; Maryland; New Jersey + Suchen Sie Ihr Suchwort? Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Public school; Öffentliche Schule; Bildungsfonds; Afroamerikaner; Einzugsbereich; Racial discrimination; Rassismus; Racial bias; Unterdurchschnittliche Leistung
Abstract	The fact that a third of all African Americans now live in suburbs might suggest how far we have come since the pre-Brown days. But most African Americans live in predominantly Black suburbs, where property values are lower than in neighboring White suburbs, and where the public schools are funded by a lower tax base. After presenting a national picture, the authors draw on the experiences of Plainfield, New Jersey, and Prince George's County, Maryland, to describe how strained resources, a history of racialized conflicts resulting in troubled governance, and a perception of students as "inner city" all contribute to low student achievement in public schools in predominantly Black suburbs. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10