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L?Heureux Lewis-McCoy 210 1$aStanford, CA : $cStanford University Press, $d[2020] 210 4$dİ2014 215 $a1 online resource (231 p.) 300 $aDescription based upon print version of record. 311 $a0-8047-9070-1 327 $tFrontmatter -- $tContents -- $tPreface -- $tAcknowledgments -- $tOne. Welcome to Rolling Acres -- $tTwo. From Concerted Cultivation to Opportunity Hoarding -- $tThree. Segmented Suburbia -- $tFour. Making Your Public School Private -- $tFive. A Few Bad Apples Are Racist -- $tSix. Culture as a Hidden Classroom Resource -- $tSeven. Black Exodus -- $tEight. Hope in the Promised Land -- $tAppendix A: Methodological Reflections -- $tAppendix B: Making Resources Work for All -- $tNotes -- $tIndex 330 $aNestled 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. 606 $aAfrican Americans -- Education -- Case studies 606 $aEducation -- Social aspects -- United States -- Case studies 606 $aEducational equalization -- United States -- Case studies 606 $aMinorities -- Education -- United States -- Case studies 606 $aSocial classes -- United States -- Case studies 606 $aSuburban schools -- United States -- Case studies 606 $aEducational equalization$xEducation$zUnited States$vCase studies 606 $aSuburban schools$xEducation$zUnited States$vCase studies 606 $aAfrican Americans$xSocial aspects$zUnited States$vCase studies 606 $aMinorities$zUnited States$vCase studies 606 $aSocial classes$zUnited States$vCase studies 606 $aEducation$vCase studies 606 $aEducation$2HILCC 606 $aSocial Sciences$2HILCC 606 $aEducation, Special Topics$2HILCC 608 $aElectronic books. 615 4$aAfrican Americans -- Education -- Case studies. 615 4$aEducation -- Social aspects -- United States -- Case studies. 615 4$aEducational equalization -- United States -- Case studies. 615 4$aMinorities -- Education -- United States -- Case studies. 615 4$aSocial classes -- United States -- Case studies. 615 4$aSuburban schools -- United States -- Case studies. 615 0$aEducational equalization$xEducation 615 0$aSuburban schools$xEducation 615 0$aAfrican Americans$xSocial aspects 615 0$aMinorities 615 0$aSocial classes 615 0$aEducation 615 7$aEducation 615 7$aSocial Sciences 615 7$aEducation, Special Topics 676 $a379.2/6 700 $aLewis-McCoy$b R. 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