Unequal City examines the ways in which Chicago’s most vulnerable residents navigate their neighborhoods, life opportunities, and encounters with the law. In this pioneering analysis of the intersection of race, place, and opportunity, sociologist and criminal justice expert Carla Shedd illuminates how schools either reinforce or ameliorate the social inequalities that shape the worlds of these adolescents. Shedd draws from an array of data and in-depth interviews with Chicago youth to offer new insight into this understudied group. Focusing on four public high schools with differing student bodies, Shedd reveals how the predominantly low-income African American students at one school encounter obstacles their more affluent, white counterparts on the other side of the city do not face. Teens often travel long distances to attend school which, due to Chicago’s segregated and highly unequal neighborhoods, can involve crossing class, race, and gang lines. As Shedd explains, the disadvantaged teens who traverse these boundaries daily develop a keen “perception of injustice,” or the recognition that their economic and educational opportunities are restricted by their place in the social hierarchy. Adolescents’ worldviews are also influenced by encounters with law enforcement while traveling to school and during school hours. Shedd tracks the rise of metal detectors, surveillance cameras, and pat-downs at certain Chicago schools. Along with police procedures like stop-and-frisk, these prison-like practices lead to distrust of authority and feelings of powerlessness among the adolescents who experience mistreatment either firsthand or vicariously. Shedd finds that the racial composition of the student body profoundly shapes students’ perceptions of injustice. The more diverse a school is, the more likely its students of color will recognize whether they are subject to discriminatory treatment. By contrast, African American and Hispanic youth whose schools and neighborhoods are both highly segregated and highly policed are less likely to understand their individual and group disadvantage due to their lack of exposure to youth of differing backgrounds.

    Here is the most recent scholarship on the geographic, social, ethnic, economic, and cultural journey of "the other Americans, " together with vital portraits of black pioneers and seminal figures in the struggle for freedom, as well as additional material on historical developments in the Reagan, Bush, and Clinton years.

    That is the fundamental message in The Moral Imperative of School Leadership, which extends the discussion begun in Fullan′s earlier publication, What's Worth Fighting for in the Principalship? The author examines the moral purpose of school leadership and its critical role in changing the context in which the role is embedded. In this bold step forward, Fullan calls for principals to become agents as well as beneficiaries of the processes of school change. Concepts explored in-depth include:Why changing the context should be the main agenda for the principalship Why barriers to the principalship exist Why the principal should be seen as the COO (chief operating officer) of a school Why the role of the principal should figure more prominently within the system

    This expanded collection of writings and reflections offers practical guidance on how to navigate the school system, form rewarding relationships with colleagues, and connect in meaningful ways with students and families from all cultures and backgrounds.

    Big ol' softie Aaron Cometbus is back to tell us a tale about a group of crusty, grumpy and loveable New York City booksellers.

    Bonilla-Silva documented how beneath the rhetorical maze of contemporary racial discourse lies a full-blown arsenal of arguments, phrases, and stories that whites use to account for and ultimately justify racial inequities.In the new edition Bonilla-Silva has added a chapter dealing with the future of racial stratification in America that goes beyond the white / black dichotomy. He argues that the U.S. is developing a more complex and apparently "plural" racial order that will mimic Latin American patterns of racial stratification. Another new chapter addresses a variety of questions from readers of the first edition. And he has updated the book throughout with new information, data, and references where appropriate. The book ends with a new Postscript, "What is to be Done (For Real?)". As in the highly acclaimed first edition, Bonilla-Silva continues to challenge color-blind thinking.

    They all argue that the unique social and cultural position Black students occupy, in a society which often devalues and stereotypes African American identity, fundamentally shapes students' experience of school and sets up unique obstacles. And they all argue that a proper understanding of the forces at work can lead to practical, powerful methods for promoting high achievement at all levels.Theresa Perry argues that African-American students face dilemmas, founded in the experience of race and ethnicity in America, that make the task of achievement distinctive and difficult. (For instance: "How do I commit myself to achieve, to work hard over time in school, if I cannot predict when or under what circumstances this hard work will be acknowledged and recognized?") She uncovers a rich and powerful African- American philosophy of education, historically forged against such obstacles and capable of addressing them, by reading African-American narratives from Frederick Douglass to Maya Angelou. She carefully critiques the most popular theoretical explanations for group differences in achievement. And she lays out how educators today-in a postcivil rights era-can draw on theory and on the historical power of the African-American philosophy and tradition of education to reorganize the school experience of African-American students. Claude Steele reports stunningly clear empirical psychological evidence that when Black students believe they are being judged as members of a stereotyped group rather than as individuals, they do worse on tests. He finds the mechanism, which he calls "stereotype threat," to be a quite general one, affecting women's performance in mathematics, for instance, where stereotypes about gender operate. He analyzes the subtle psychology of stereotype threat and reflects on the broad implications of his research for education, suggesting techniques-based again on evidence from controlled psychological experiments-that teachers and mentors and schools can use to counter stereotype threat's powerful effect. Asa Hilliard's ends essay, against a variety of false theories and misguided views of African American achievement, and focuses on actual schools and programs and teachers around the country that allow African-American students achieve at high levels, describing what they are like and what makes them work. Young, Gifted, and Black will change the way we think and talk about African American student achievement and will be necessary reading on this topic for years to come.

    The term stuck, and soon began its long and consequential history.In this sweeping account, Mitchell Duneier traces the idea of the ghetto from its beginnings in the sixteenth century and its revival by the Nazis to the present day. We meet pioneering black thinkers such as Horace Cayton, a graduate student whose work on the South Side of Chicago established a new paradigm for thinking about Northern racism and black poverty in the 1940s. We learn how the psychologist Kenneth Clark subsequently linked the slum conditions in Harlem with black powerlessness in the civil rights era, and we follow the controversy over Daniel Patrick Moynihan’s report on the black family. We see how the sociologist William Julius Wilson refocused the debate on urban America as the country retreated from racially specific remedies, and how the education reformer Geoffrey Canada sought to transform the lives of inner-city children in the ghetto.By expertly resurrecting the history of the ghetto from Venice to the present, Duneier’s Ghetto provides a remarkable new understanding of an age-old concept. He concludes that if we are to understand today’s ghettos, the Jewish and black ghettos of the past should not be forgotten.

    With candor and persuasive argument, he shows us how both black and white Americans have become trapped into seeing color before character, and how social policies designed to lessen racial inequities have instead increased them. The Content of Our Character is neither "liberal" nor "conservative," but an honest, courageous look at America's most enduring and wrenching social dilemma.

    Book annotation not available for this title.Title: Simplifying Response to InterventionAuthor: Buffum, Austin/ Mattos, Mike/ Weber, ChrisPublisher: Solution TreePublication Date: 2011/10/13Number of Pages: 216Binding Type: PAPERBACKLibrary of Congress: 2011034298

    An eloquent document of the civil rights movement that remains a work of profound social relevance 25 years after it was first published.

    Now a new generation of brilliant, outspoken women of color is speaking to the concerns of a new feminism, and their place in it. Daisy Hernandez of Ms. magazine and poet Bushra Rehman have collected a diverse, lively group of emerging writers who speak to their experience—to the strength and rigidity of community and religion, to borders and divisions, both internal and external—and address issues that take feminism into the twenty-first century. One writer describes herself as a “mixed brown girl, Sri-Lankan and New England mill-town white trash,” and clearly delineates the organizing differences between whites and women of color: “We do not kick ass the way the white girls do, in meetings of NOW or riot grrl. For us, it’s all about family.” A Korean-American woman struggles to create her own identity in a traditional community: “Yam-ja-neh means nice, sweet, compliant. I’ve heard it used many times by my parents’ friends who don’t know shit about me.” An Arab-American feminist deconstructs the “quaint vision” of Middle-Eastern women with which most Americans feel comfortable. This impressive array of first-person accounts adds a much-needed fresh dimension to the ongoing dialogue between race and gender, and gives voice to the women who are creating and shaping the feminism of the future.

    Yet by the age of fifteen, McCall was packing a gun and embarking on a criminal career that five years later would land him in prison for armed robbery.In these pages, McCall chronicles his passage from the street to the prison yard--and, later, to the newsrooms of The Washington Post and ultimately to the faculty of Emory University. His story is at once devastating and inspiring, at once an indictment and an elegy. Makes Me Wanna Holler became an instant classic when it was first published in 1994 and it continues to bear witness to the great troubles--and the great hopes--of our nation. With a new afterword by the author

    Bridging black feminist theory with disability studies, Schalk demonstrates that this genre's political potential lies in the authors' creation of bodyminds that transcend reality's limitations. She reads (dis)ability in neo-slave narratives by Octavia Butler (Kindred) and Phyllis Alesia Perry (Stigmata) not only as representing the literal injuries suffered under slavery, but also as a metaphor for the legacy of racial violence. The fantasy worlds in works by N. K. Jemisin, Shawntelle Madison, and Nalo Hopkinson—where werewolves have obsessive-compulsive-disorder and blind demons can see magic—destabilize social categories and definitions of the human, calling into question the very nature of identity. In these texts, as well as in Butler’s Parable series, able-mindedness and able-bodiedness are socially constructed and upheld through racial and gendered norms. Outlining (dis)ability's centrality to speculative fiction, Schalk shows how these works open new social possibilities while changing conceptualizations of identity and oppression through nonrealist contexts.

    Presenting the concept of the "New Jim Code," she shows how a range of discriminatory designs encode inequity by explicitly amplifying racial hierarchies; by ignoring but thereby replicating social divisions; or by aiming to fix racial bias but ultimately doing quite the opposite. Moreover, she makes a compelling case for race itself as a kind of technology, designed to stratify and sanctify social injustice in the architecture of everyday life.This illuminating guide provides conceptual tools for decoding tech promises with sociologically informed skepticism. In doing so, it challenges us to question not only the technologies we are sold but also the ones we ourselves manufacture.If you adopt this book for classroom use in the 2019-2020 academic year, the author would be pleased to arrange to Skype to a session of your class. If interested, enter your details in this sign-up sheet https: //buff.ly/2wJsvZr