Skip to main content Accessibility help
×
Hostname: page-component-78c5997874-m6dg7 Total loading time: 0 Render date: 2024-11-08T08:08:10.142Z Has data issue: false hasContentIssue false

14 - Racialized Learning Ecologies: Understanding Race as a Key Feature of Learning and Developmental Processes in Schools

from Part II - Social Development

Published online by Cambridge University Press:  11 May 2017

Nancy Budwig
Affiliation:
Clark University, Massachusetts
Elliot Turiel
Affiliation:
University of California, Berkeley
Philip David Zelazo
Affiliation:
University of Minnesota
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2017

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Anyon, J. (1980). Social class and the hidden curriculum of work. Journal of Education, Jan 1, 6792.Google Scholar
Anyon, J. (2014). Radical possibilities: Public policy, urban education, and a new social movement. New York, NY: Routledge.Google Scholar
Apple, M. W. (2013). Education and power. New York, NY: Routledge.CrossRefGoogle Scholar
Baker, E. L., Barton, P. E., Darling-Hammond, L., Haertel, E., Ladd, H. F., Linn, R. L., Ravitch, D., Rothstein, R., & Shavelson, J. (2010). Problems with the Use of Student Test Scores to Evaluate Teachers. EPI Briefing Paper# 278. Economic Policy Institute.Google Scholar
Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecologies perspective. Human Development, 49, 193224.CrossRefGoogle Scholar
Bhattacharjee, R. (2014, April 23). Akintunde Ahmad, Oakland “Street Dude” with 5.0 GPA, Appears on “The Ellen Show,” Announces He Will Attend Yale. NBC Bay Area. Retrieved from www.nbcbayarea.com/news/local/Akintunde-Ahmad-Street-Dude-From-Oakland-Ivy-Bound-Set-to-Meet-Ellen-256416751.htmlGoogle Scholar
Bonilla-Silva, E. (2006). Racism without racists: Color-blind racism and the persistence of racial inequality in the United States. Lanham, MD: Rowman & Littlefield Publishers.Google Scholar
Booher-Jennings, J. (2005). Below the bubble: “Educational triage” and the Texas accountability system. American Educational Research Journal, 42(2), 231268.CrossRefGoogle Scholar
Bronfenbrenner, U. (1979). Contexts of child rearing: Problems and prospects. American Psychologist, 34(10), 844.CrossRefGoogle Scholar
Bronfenbrenner, U. (1994). Ecological models of human development. Readings on the Development of Children, 2, 3743.Google Scholar
Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. Handbook of child psychology, 6th edn, Vol.1, 793828: doi: 10.1002/9780470147658.chpsy0114Google Scholar
Cole, M. (1996). Culture in mind. Cambridge, MA: Harvard.Google Scholar
Conchas, G. (2001). Structuring failure and success: Understanding the variability in Latino school engagement. Harvard Educational Review, 71(3), 475505.CrossRefGoogle Scholar
Corbett, K., & Coriell, J. (2013, October). STEM Explore, Discover, Apply-Elective courses that use the engineering design process to foster excitement for STEM in middle school students. Institute of Electrical and Electronics Engineers Frontiers in Education Conference, 11081110. New York, NY: IEEE.Google Scholar
Darling-Hammond, L. (2010). The flat world and education: How America’s commitment to equity will determine our future. New York, NY: Teachers College Press.Google Scholar
Davidson, A. L. (1996). Making and molding identity in schools: Student narratives on race, gender, and academic engagement. Albany, NY: Suny Press.Google Scholar
Delpit, L. D. (2012). Multiplication is for White People”: Raising expectations for other people’s children. New York, NY: The New Press.Google Scholar
Dryfoos, J. G., & Maguire, S. (2002). Inside full-service community schools. Thousand Oaks, CA: Corwin.Google Scholar
Dryfoos, J. G., Quinn, J. & Barkin, C. (2005). Community schools in action: Lessons from a decade of practice. New York, NY: Oxford University Press.CrossRefGoogle Scholar
Eccles, J. S., & Roeser, R. W. (2011). Schools as developmental contexts during adolescence. Journal of Research on Adolescence, 21(1), 225241.CrossRefGoogle Scholar
Ellison, S. (2012). It’s in the Name: A Synthetic Inquiry of the Knowledge Is Power Program [KIPP]. Educational Studies, 48(6), 550575.CrossRefGoogle Scholar
Feistritzer, E. C. (2011). Profile of teachers in the United States. Washington, DC: National Center for Education Information.Google Scholar
Ferguson, A. A. (2000). Bad boys. Ann Arbor: University of Michigan Press.CrossRefGoogle Scholar
Fordham, S., & Ogbu, J. U. (1986). Black students’ school success: Coping with the “burden of ‘acting white’.” The Urban Review, 18(3), 176206.CrossRefGoogle Scholar
Frankenberg, E., & Kotok, S. (2013). Demography and educational politics in the suburban marketplace. Peabody Journal of Education, 88(1), 112126.CrossRefGoogle Scholar
Furgeson, J., Gill, B., Haimson, J., Killewald, A., McCullough, M., Nichols-Barrer, I., … Demeritt, A. (2012). Charter school management organizations: Diverse strategies and diverse student impacts. Princeton, NJ: Mathematica Policy Research. Retrieved from http://files.eric.ed.gov/fulltext/ED528536.pdfGoogle Scholar
Glazerman, S., & Seifullah, A. (2012). An evaluation of the Chicago Teacher Advancement Program (Chicago TAP) after Four Years. Final Report. Mathematica Policy Research, Inc.Google Scholar
Goldring, R., Gray, L., & Bitterman, A. (2013). Characteristics of public and private elementary and secondary school teachers in the United States: Results from the 2011–12 Schools and Staffing Survey. First Look. NCES 2013–314. National Center for Education Statistics.Google Scholar
Gutierrez, K. D., & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32(5), 1925.CrossRefGoogle Scholar
Hacker, J. S., & Pierson, P. (2010). Winner-take-all politics: Public policy, political organization, and the precipitous rise of top incomes in the United States. Politics & Society, 38(2), 152204.CrossRefGoogle Scholar
Haddock, V. (2013, Summer). The surprising Mr. Smith. California Magazine. Retrieved from http://alumni.berkeley.edu/california-magazine/summer-2013-new-deal/surprising-mr-smithGoogle Scholar
Hand, V., Penuel, W. R., & Gutiérrez, K. D. (2012). (Re)framing educational possibility: Attending to power and equity in shaping access to and within learning opportunities. Human Development, 55(5–6), 250268.CrossRefGoogle Scholar
Holland, D., LachicotteJ.r, W., Skinner, D., & Cain, C. (1998). Identity in cultural worlds. Cambridge, MA: Harvard University Press.Google Scholar
Irvine, J. J., & Fraser, J. W. (1998). Warm demanders. Education Week, 17(35), 5657.Google Scholar
Johnson, S. M., Kraft, M. A., & Papay, J. P. (2012). How context matters in high-need schools: The effects of teachers’ working conditions on their professional satisfaction and their students’ achievement. Teachers College Record, 114(10), 139.CrossRefGoogle Scholar
Kang, J., & Lane, K. (2010). Seeing through colorblindness: Implicit bias and the law. UCLA Law Review, 58, 465.Google Scholar
Kozulin, A. (2003). Vygotsky’s educational theory in cultural context. New York, NY: Cambridge University Press.CrossRefGoogle Scholar
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York, NY: Cambridge University Press.CrossRefGoogle Scholar
Lipman, P. (2013). The new political economy of urban education: Neoliberalism, race, and the right to the city. New York, NY: Routledge.CrossRefGoogle Scholar
Loeb, S., Darling-Hammond, L., & Luczak, J. (2005). How teaching conditions predict teacher turnover in California schools. Peabody Journal of Education, 80(3), 4470.CrossRefGoogle Scholar
Mathis, W. (2009). NCLB’s ultimate restructuring alternatives: Do they improve the quality of education? Boulder, CO, and Tempe, AZ: Education and the Public Interest Center and Education Policy Research Unit. Retrieved from http://nepc.colorado.edu/publication/nclb-ultimate-restructuringGoogle Scholar
McDermott, R., & Varenne, H. (1995). Culture as disability. Anthropology & Education Quarterly, 26(3), 324348.CrossRefGoogle Scholar
McKinney de Royston, M., Vakil, S., Nasir, N., Ross, K., Givens, J. & Holman, A. (2017). “He’s More Like a ‘Brother’ than a Teacher”: Politicized Caring in a Program for African American Males. Teachers College Record 119(4).Google Scholar
MilnerIV, H. R. (2015). Rac(e)ing to class: Confronting poverty and race in schools and classrooms. Cambridge, MA: Harvard University Press.Google Scholar
Murphy, K. (2010, March 26). Oakland school district: Is it better off after the state takeover? The Oakland Tribune. Retrieved from www.insidebayarea.com/ci_12753927?source=most_emailedGoogle Scholar
Nasir, N. (2012). Racialized identities: Race and achievement for African-American youth. Palo Alto, CA: Stanford University Press.Google Scholar
Nasir, N., & Bang, M. (2013). Conceptualizing cultural and racialized process in learning. Human Development, 55(5–6), 247249.CrossRefGoogle Scholar
Nasir, N., Barron, B., Pea, R., Goldman, S., Stevens, R., Bell, P., & McKinney de Royston, M. (under review). Learning Pathways: A Conceptual Tool for Understanding Culture and Learning.Google Scholar
Nasir, N. & Hand, V. M. (2006). Exploring sociocultural perspectives on race, culture, and learning. Review of Educational Research, 76(4), 449475.CrossRefGoogle Scholar
Nasir, N. & McKinney de Royston, M. (2013). Power, identity, and mathematical practices outside and inside school. Journal for Research in Mathematics Education, 44(1), 264287.CrossRefGoogle Scholar
Nasir, N., Rosebery, A. S., Warren, B., & Lee, C. D. (2006). Learning as a cultural process: Achieving equity through diversity. In Sawyer, R. Keith (Ed.), The Cambridge handbook of the learning sciences (pp. 489504). Cambridge, UK: Cambridge University Press.Google Scholar
Nasir, N., Ross, K. M., McKinney de Royston, M., Givens, J., & Bryant, J. (2013). Dirt on my record: Rethinking disciplinary practices in an all-black, all-male alternative class. Harvard Educational Review, 83(3), 489512.CrossRefGoogle Scholar
Nasir, N., & Shah, N. (2011). On defense: African American males making sense of racialized narratives in mathematics education. Journal of African American Males in Education, 2(1), 2445.Google Scholar
Nasir, N., Snyder, C. R., Shah, N., & Ross, K. M., (2013). Racial storylines and implications for learning. Human Development, 55(5–6), 285301.CrossRefGoogle Scholar
Noguera, P., Darling-Hammond, L., & Friedlaender, D. (2015). Equal Opportunity for Deeper Learning. Students at the Center: Deeper Learning Research Series. Boston, MA: Jobs for the Future.Google Scholar
Northeastern University STEM Center (2013). Retrieved from: http://www.stem.neu.edu/programs/k-12-school-field-trips/egg-drop/Google Scholar
Oakland Unified School District, Research Assessment and Data (2014). OUSD Environmental Factors Analysis in support of Budgeting for Equity. Retrieved from https://drive.google.com/file/d/0B3_QaY7iAAQVdTY4a2N0UzY2dmc/view?usp=sharingGoogle Scholar
Oakland Unified School District (2011). Community Schools, Thriving Students: A Five Year Strategic Plan. Retrieved from www.communityschools.org/assets/1/AssetManager/Community-Schools-Thriving-Students-Strategic-Plan%20June%202011.pdfGoogle Scholar
Ogbu, J. U. (1987). Variability in minority school performance: A problem in search of an explanation. Anthropology & Education Quarterly, 18(4), 312334.CrossRefGoogle Scholar
Omi, M., & Winant, H. (2014). Racial formation in the United States. New York, NY: Routledge.CrossRefGoogle Scholar
Posey-Maddox, L. (2014). When middle-class parents choose urban schools: Class, race, and the challenge of equity in public education. Chicago: University of Chicago Press.CrossRefGoogle Scholar
Renzulli, L. A., & Evans, L. (2005). School choice, charter schools, and white flight. Social Problems, 52(3), 398418.CrossRefGoogle Scholar
Rockoff, J. E. (2004). The impact of individual teachers on student achievement: Evidence from panel data. The American Economic Review, 94(2), 247252.CrossRefGoogle Scholar
Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York, NY: Oxford University Press.CrossRefGoogle Scholar
Rogoff, B. (1993). Children’s guided participation and participatory appropriation in sociocultural activity. In Wozniak, R. H & Fischer, K. W (Eds.) Development in context: Acting and thinking in specific environments, 121153. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Rogoff, B. (2003). The cultural nature of human development. New York, NY: Oxford University Press.Google Scholar
Rothstein, J. (2009). Student sorting and bias in value-added estimation: Selection on observables and unobservables. Education, 4(4), 537571.Google Scholar
Saxe, G. B. (1999). Cognition, development, and cultural practices. In Turiel, E. (Ed.), Development and cultural change: Reciprocal processes (pp. 1935). San Francisco: Jossey-Bass.Google Scholar
Springer, M. G., Ballou, D., Hamilton, L., Le, V. N., Lockwood, J. R., McCaffrey, D. F., Pepper, M., & Stecher, B. M. (2011). Teacher Pay for Performance: Experimental Evidence from the Project on Incentives in Teaching (POINT). Society for Research on Educational Effectiveness. Evidence from the Project on Incentives in Teaching (POINT). Nashville, TN: National Center on Performance Incentives at Vanderbilt University.Google Scholar
Tate, W. F. (2008). “Geography of opportunity”: Poverty, place, and educational outcomes. Educational Researcher, 37(7), 397411.CrossRefGoogle Scholar
Toppo, G. (2014, April 2). He’s all-Ivy – accepted to all 8 Ivy League colleges. USA Today. Retrieved from www.usatoday.com/story/news/nation/2014/03/31/ivy-league-admissions-college-university/7119531/Google Scholar
Tretter, T. (2005). Egg bungee jump. Science Scope, 28(5), 1218.Google Scholar
Trujillo, T. M., Hernández, L. E., Jarrell, T., & Kissell, R. (2014). Community schools as urban district reform analyzing Oakland’s policy landscape through oral histories. Urban Education, 49(8), 895929.CrossRefGoogle Scholar
US Census Bureau (2012). US Census Bureau Projections Show a Slower Growing, Older, More Diverse Nation a Half Century from Now. Retrieved from www.census.gov/newsroom/releases/archives/population/cb12-243.htmlGoogle Scholar
Valenzuela, A. (2004). Leaving children behind: How “Texas style” accountability fails Latino youth. New York, NY: State University of New York Press.CrossRefGoogle Scholar
Vossoughi, S., & Gutiérrez, K. (2014). Toward a multi-sited ethnographic sensibility. NSEE yearbook, 113(2), 603632.Google Scholar
Vygotsky, L. S. (1962). Language and thought. Ontario: MIT.CrossRefGoogle Scholar
Vygotsky, L. (1978). Mind in Society. Cambridge, MA: Harvard University Press.Google Scholar
Weisner, T. S. (2002). Ecocultural understanding of children’s developmental pathways. Human Development, 45(4), 275281.CrossRefGoogle Scholar
Wenger, E. (1998). Communities of practice: Learning as a social system. Systems Thinker, 9(5), 23.Google Scholar
Witney, E. (2013, April 11). Explaining KIPP’s ‘SLANT.’ Retrieved from http://blogs.edweek.org/edweek/Bridging-Differences/2013/04/slant_and_the_golden_rule.htmlGoogle Scholar
Wortham, S. (2004). From good student to outcast: The emergence of a classroom identity. Ethos, 32(2), 164187.CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×