Class, Race, and Gender in American Education (SUNY series, Frontiers in Education)

Most educators might agree that the hidden agendas on class, race, and gender, to a large extent, condition and determine the form and the content of schooling. But, how much of this situation is due to school factors, and how much to social background factors, is heatedly discussed and debated by scholars working within both the mainstream and critical traditions in the field of education. Class, Race, and Gender in American Education represents a groundbreaking overview of current issues and contemporary approaches involved in the areas of class, race, and gender in American education. In this book, the first to combine a consideration of these issues and to investigate the manner in which they connect in the school experience, authors consider the particular situations of males and females of divergent racial and class backgrounds from their earliest childhood experiences through the adult university years. While providing valuable original in-depth ethnographic and statistical analyses, the volume also incorporates some of the important current theoretical debates; the debate between structuralists and culturalists is highlighted, for example. This volume of essays on class, race, and gender in American education contains an introduction by Lois Weis. Cameron McCarthy and Michael W. Apple contributed an overview, "Race, Class, and Gender in American Educational Research: Toward a Nonsynchronous Parallelist Position." The book has two parts. Part 1, "Different Knowledge, Unequal Structures, Unequal Outcomes," comprises the following papers: (1) "Nested Contexts" (Sally Lubeck); (2) "Hispanic-American Children's Experiences in Classrooms: A Comparison between Hispanic and Non-Hispanic Children" (Flora Ida Ortiz); (3) "Gender Identity and the Technology of Office Education" (Linda Valli); (4) "Tracking in Mathematics and Science Education: A Structural Contribution to Unequal Schooling" (Jeannie Oakes); (5) "Hispanic Student Retention in Community Colleges: Reconciling Access with Outcomes" (Amaury Nora and Laura Rendon); and (6) "A Rationale for Integrating Race, Gender, and Social Class" (Christine E. Sleeter and Carl A. Grant). Part 2, "Cultural Forms in School," comprises the following papers: (1) "Class Stratification, Racial Stratification, and Schooling" (John U. Ogbu); (2) "High School Girls in a De-Industrializing Economy" (Lois Weis); (3) "Black Visibility in a Multi-Ethnic High School" (James Stanlaw and Alan Peshkin); (4) "Urban Appalachian Girls and Young Women: Bowing to No One" (Kathryn M. Borman, Elaine Mueninghoff, and Shirley Piazza); (5) "Black Cultural Forms in Schools: A Cross-National Comparison." (R. Patrick Solomon); (6) "Women's Ways of Going to School: Cultural Reproduction of Women's Identities as Workers" (Dorothy C. Holland and Margaret A. Eisenhart); and (13) "Symbolic Economy of Identity and Denial of Labor: Studies in High School Number 1" (Philip Wexler). Each of the papers includes a list of references. Information about the authors is appended. An index is included. (BJV) Introduction / Lois Weis -- Overview : Race, Class, And Gender In American Educational Research : Toward A Nonsynchronous Parallelist Position / Cameron Mccarthy And Michael W. Apple -- Part I. Different Knowledge, Unequal Structures, Unequal Outcomes -- Nested Context / Sally Lubeck -- Hispanic-american Children's Experiences In Classrooms : A Comparison Between Hispanic And Non-hispanic Children / Flora Ida Ortiz -- Gender Identity And The Technology Of Office Education / Linda Valli -- Tracking In Mathematics And Science Education : A Structural Contribution To Unequal Schooling / Jeannie Oakes -- Hispanic Student Retention In Community Colleges : Reconciling Access With Outcomes / Amaury Nora And Laura Rendon -- A Rationale For Integrating Race, Gender, And Social Class / Christine E. Sleeter And Carl A. Grant -- Part Ii. Cultural Forms In School -- Class Stratification, Racial Stratification, And Schooling / John U. Ogbu -- High School Girls In A De-industrializing Economy / Lois Weis -- Black Visibility In A Multi-ethnic High School / James Stanlaw And Alan Peshkin -- Urban Appalachian Girls And Young Women : Bowing To No One / Kathry M. Borman, Elaine Mueninghoff, Shirley Piazza -- Black Cultural Forms In Schools : A Cross National Comparison / R. Patrick Solomon -- Women's Ways Of Going To School : Cultural Reproduction Of Women's Identities As Workers / Dorothy C. Holland And Margaret A. Eisenhart -- Symbolic Economy Of Identity And Denial Of Labor : Studies In High School Number 1 / Philip Wexler. Edited By Lois Weis. Cover Title: Class, Race & Gender. Includes Bibliographies And Index. Most educators might agree that the hidden agendas on class, race, and gender, to a large extent, condition and determine the form and the content of schooling. But, how much of this situation is due to school factors, and how much to social background factors, is heatedly discussed and debated by scholars working within both the mainstream and critical traditions in the field of education. Class, Race, and Gender in American Education represents a groundbreaking overview of current issues and contemporary approaches involved in the areas of class, race, and gender in American education.In this book, the first to combine a consideration of these issues and to investigate the manner in which they connect in the school experience, authors consider the particular situations of males and females of divergent racial and class backgrounds from their earliest childhood experiences through the adult university years. While providing valuable original in-depth ethnographic and statistical analyses, the volume also incorporates some of the important current theoretical debates; the debate between structuralists and culturalists is highlighted, for example.Lois Weis is Associate Professor of Sociology of Education and Associate Dean of the Faculty of Educational Studies at the State University of New York at Buffalo.