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The Color of School Reform : Race, Politics, and the Challenge of Urban Education / Jeffrey R. Henig, Desiree S. Pedescleaux, Marion Orr, Richard C. Hula.

By: Contributor(s): Material type: TextTextPublisher: Princeton, NJ : Princeton University Press, [2001]Copyright date: ©1999Edition: Core TextbookDescription: 1 online resource (320 p.)Content type:
Media type:
Carrier type:
ISBN:
  • 9780691088976
  • 9781400823291
Subject(s): DDC classification:
  • 370/.9173/2
LOC classification:
  • LC5131
Other classification:
  • online - DeGruyter
Online resources: Available additional physical forms:
  • Issued also in print.
Contents:
Frontmatter -- Contents -- Figures -- Tables -- Acknowledgments -- Chapter One. Civic Capacity, Race, and EducationinBlack-Le d Cities -- Chapter Two. Racial Change and the Politics of Transition -- Chapter Three. The Elusiveness of Education Reform -- Chapter Four. Race and the Political Economy of Big-City Schools: Teachers and Preachers -- Chapter Five. Parental and Community Participation in Education Reform -- Chapter Six. Black Leaders, White Businesses: Racial Tensions and the Construction of Public-Private Partnerships in Education -- Chapter Seven. The Role of External Actors -- Chapter Eight. School Reform As If Politics and Race Matter -- Index
Summary: Why is it so difficult to design and implement fundamental educational reform in large city schools in spite of broad popular support for change? How does the politics of race complicate the challenge of building and sustaining coalitions for improving urban schools? These questions have provoked a great deal of theorizing, but this is the first book to explore the issues on the basis of extensive, solid evidence. Here a group of political scientists examines education reform in Atlanta, Baltimore, Detroit, and Washington, D.C., where local governmental authority has passed from white to black leaders. The authors show that black administrative control of big-city school systems has not translated into broad improvements in the quality of public education within black-led cities. Race can be crucial, however, in fostering the broad civic involvement perhaps most needed for school reform. In each city examined, reform efforts often arise but collapse, partly because leaders are unable to craft effective political coalitions that would commit community resources to a concrete policy agenda. What undermines the leadership, according to the authors, is the complex role of race in each city. First, public authority does not guarantee access to private resources, usually still controlled by white economic elites. Second, local authorities must interact with external actors, at the state and national levels, who remain predominantly white. Finally, issues of race divide the African American community itself and often place limits on what leaders can and cannot do. Filled with insightful explanations together with recommendations for policy change, this book is an important component of the debate now being waged among researchers, education activists, and the community as a whole.

Frontmatter -- Contents -- Figures -- Tables -- Acknowledgments -- Chapter One. Civic Capacity, Race, and EducationinBlack-Le d Cities -- Chapter Two. Racial Change and the Politics of Transition -- Chapter Three. The Elusiveness of Education Reform -- Chapter Four. Race and the Political Economy of Big-City Schools: Teachers and Preachers -- Chapter Five. Parental and Community Participation in Education Reform -- Chapter Six. Black Leaders, White Businesses: Racial Tensions and the Construction of Public-Private Partnerships in Education -- Chapter Seven. The Role of External Actors -- Chapter Eight. School Reform As If Politics and Race Matter -- Index

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Why is it so difficult to design and implement fundamental educational reform in large city schools in spite of broad popular support for change? How does the politics of race complicate the challenge of building and sustaining coalitions for improving urban schools? These questions have provoked a great deal of theorizing, but this is the first book to explore the issues on the basis of extensive, solid evidence. Here a group of political scientists examines education reform in Atlanta, Baltimore, Detroit, and Washington, D.C., where local governmental authority has passed from white to black leaders. The authors show that black administrative control of big-city school systems has not translated into broad improvements in the quality of public education within black-led cities. Race can be crucial, however, in fostering the broad civic involvement perhaps most needed for school reform. In each city examined, reform efforts often arise but collapse, partly because leaders are unable to craft effective political coalitions that would commit community resources to a concrete policy agenda. What undermines the leadership, according to the authors, is the complex role of race in each city. First, public authority does not guarantee access to private resources, usually still controlled by white economic elites. Second, local authorities must interact with external actors, at the state and national levels, who remain predominantly white. Finally, issues of race divide the African American community itself and often place limits on what leaders can and cannot do. Filled with insightful explanations together with recommendations for policy change, this book is an important component of the debate now being waged among researchers, education activists, and the community as a whole.

Issued also in print.

Mode of access: Internet via World Wide Web.

In English.

Description based on online resource; title from PDF title page (publisher's Web site, viewed 30. Aug 2021)