Library Catalog
Amazon cover image
Image from Amazon.com

Making a Mass Institution : Indianapolis and the American High School / Kyle P. Steele.

By: Material type: TextTextSeries: New Directions in the History of EducationPublisher: New Brunswick, NJ : Rutgers University Press, [2020]Copyright date: ©2020Description: 1 online resource (195 p.) : 13 figures, 2 maps, 14 tablesContent type:
Media type:
Carrier type:
ISBN:
  • 9781978814431
Subject(s): DDC classification:
  • 373.772/52 23
LOC classification:
  • LA285.I5 S74 2020
Other classification:
  • online - DeGruyter
Online resources:
Contents:
Frontmatter -- Contents -- Introduction -- 1. Shortridge, Then Manual, Then Arsenal -- 2. Forced Segregation and the Creation of Crispus Attucks High School, 1919–1929 -- 3. The High School Moves to the Center of the American Adolescent Experience, 1929–1941 -- 4. An End to De Jure School Segregation, Crispus Attucks Basketball Success, and the Limits of Racial Equality, 1941–1955 -- 5. “Life Adjustment” Education, Suburbanization, Unigov, and an Unjust System by a New Name, 1955–1971 -- Conclusion -- Acknowledgments -- Notes -- Bibliography -- Index -- About the Author
Summary: Making a Mass Institution describes how Indianapolis, Indiana created a divided and unjust system of high schools over the course of the twentieth century, one that effectively sorted students geographically, economically, and racially. Like most U.S. cities, Indianapolis began its secondary system with a singular, decidedly academic high school, but ended the 1960s with multiple high schools with numerous paths to graduation. Some of the schools were academic, others vocational, and others still for what was eventually called “life adjustment.” This system mirrored the multiple forces of mass society that surrounded it, as it became more bureaucratic, more focused on identifying and organizing students based on perceived abilities, and more anxious about teaching conformity to middle-class values. By highlighting the experiences of the students themselves and the formation of a distinct, school-centered youth culture, Kyle P. Steele argues that high school, as it evolved into a mass institution, was never fully the domain of policy elites, school boards and administrators, or students, but a complicated and ever-changing contested meeting place of all three.
Holdings
Item type Current library Call number URL Status Notes Barcode
eBook eBook Biblioteca "Angelicum" Pont. Univ. S.Tommaso d'Aquino Nuvola online online - DeGruyter (Browse shelf(Opens below)) Online access Not for loan (Accesso limitato) Accesso per gli utenti autorizzati / Access for authorized users (dgr)9781978814431

Frontmatter -- Contents -- Introduction -- 1. Shortridge, Then Manual, Then Arsenal -- 2. Forced Segregation and the Creation of Crispus Attucks High School, 1919–1929 -- 3. The High School Moves to the Center of the American Adolescent Experience, 1929–1941 -- 4. An End to De Jure School Segregation, Crispus Attucks Basketball Success, and the Limits of Racial Equality, 1941–1955 -- 5. “Life Adjustment” Education, Suburbanization, Unigov, and an Unjust System by a New Name, 1955–1971 -- Conclusion -- Acknowledgments -- Notes -- Bibliography -- Index -- About the Author

restricted access online access with authorization star

http://purl.org/coar/access_right/c_16ec

Making a Mass Institution describes how Indianapolis, Indiana created a divided and unjust system of high schools over the course of the twentieth century, one that effectively sorted students geographically, economically, and racially. Like most U.S. cities, Indianapolis began its secondary system with a singular, decidedly academic high school, but ended the 1960s with multiple high schools with numerous paths to graduation. Some of the schools were academic, others vocational, and others still for what was eventually called “life adjustment.” This system mirrored the multiple forces of mass society that surrounded it, as it became more bureaucratic, more focused on identifying and organizing students based on perceived abilities, and more anxious about teaching conformity to middle-class values. By highlighting the experiences of the students themselves and the formation of a distinct, school-centered youth culture, Kyle P. Steele argues that high school, as it evolved into a mass institution, was never fully the domain of policy elites, school boards and administrators, or students, but a complicated and ever-changing contested meeting place of all three.

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 26. Mai 2021)