05303nam 22008535 450 991046461710332120210108134920.00-8047-9245-310.1515/9780804792455(CKB)3710000000148490(EBL)1724349(SSID)ssj0001264256(PQKBManifestationID)12523550(PQKBTitleCode)TC0001264256(PQKBWorkID)11252973(PQKB)11078233(DE-B1597)564853(DE-B1597)9780804792455(MiAaPQ)EBC1724349(OCoLC)1178770218(EXLCZ)99371000000014849020200723h20202014 fg engur|n|---|||||txtccrInequality in the Promised Land Race, Resources, and Suburban Schooling /R. L’Heureux Lewis-McCoyStanford, CA : Stanford University Press, [2020]©20141 online resource (231 p.)Description based upon print version of record.0-8047-9070-1 Frontmatter -- Contents -- Preface -- Acknowledgments -- One. Welcome to Rolling Acres -- Two. From Concerted Cultivation to Opportunity Hoarding -- Three. Segmented Suburbia -- Four. Making Your Public School Private -- Five. A Few Bad Apples Are Racist -- Six. Culture as a Hidden Classroom Resource -- Seven. Black Exodus -- Eight. Hope in the Promised Land -- Appendix A: Methodological Reflections -- Appendix B: Making Resources Work for All -- Notes -- Index Nestled in neighborhoods of varying degrees of affluence, suburban public schools are typically better resourced than their inner-city peers and known for their extracurricular offerings and college preparatory programs. Despite the glowing opportunities that many families associate with suburban schooling, accessing a district's resources is not always straightforward, particularly for black and poorer families. Moving beyond class- and race-based explanations, Inequality in the Promised Land focuses on the everyday interactions between parents, students, teachers, and school administrators in order to understand why resources seldom trickle down to a district's racial and economic minorities. Rolling Acres Public Schools (RAPS) is one of the many well-appointed suburban school districts across the United States that has become increasingly racially and economically diverse over the last forty years. Expanding on Charles Tilly's model of relational analysis and drawing on 100 in-depth interviews as well participant observation and archival research, R. L'Heureux Lewis-McCoy examines the pathways of resources in RAPS. He discovers that—due to structural factors, social and class positions, and past experiences—resources are not valued equally among families and, even when deemed valuable, financial factors and issues of opportunity hoarding often prevent certain RAPS families from accessing that resource. In addition to its fresh and incisive insights into educational inequality, this groundbreaking book also presents valuable policy-orientated solutions for administrators, teachers, activists, and politicians.African Americans -- Education -- Case studiesEducation -- Social aspects -- United States -- Case studiesEducational equalization -- United States -- Case studiesMinorities -- Education -- United States -- Case studiesSocial classes -- United States -- Case studiesSuburban schools -- United States -- Case studiesEducational equalizationEducationUnited StatesCase studiesSuburban schoolsEducationUnited StatesCase studiesAfrican AmericansSocial aspectsUnited StatesCase studiesMinoritiesUnited StatesCase studiesSocial classesUnited StatesCase studiesEducationCase studiesEducationHILCCSocial SciencesHILCCEducation, Special TopicsHILCCElectronic books.African Americans -- Education -- Case studies.Education -- Social aspects -- United States -- Case studies.Educational equalization -- United States -- Case studies.Minorities -- Education -- United States -- Case studies.Social classes -- United States -- Case studies.Suburban schools -- United States -- Case studies.Educational equalizationEducationSuburban schoolsEducationAfrican AmericansSocial aspectsMinoritiesSocial classesEducationEducationSocial SciencesEducation, Special Topics379.2/6Lewis-McCoy R. L’Heureux, authttp://id.loc.gov/vocabulary/relators/aut1040950DE-B1597DE-B1597BOOK9910464617103321Inequality in the Promised Land2464179UNINA