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008			210830t20112011mau fo d z eng d
020			_a9780674057722 _qprint
020			_a9780674060999 _qPDF
024	7		_a10.4159/harvard.9780674060999 _2doi
035			_a(DE-B1597)9780674060999
035			_a(DE-B1597)178231
035			_a(OCoLC)979746508
040			_aDE-B1597 _beng _cDE-B1597 _erda
050		4	_aLC2717 _b.H37 2011eb
072		7	_aSOC001000 _2bisacsh
082	0	4	_a371.829/96073 _222
084			_aonline - DeGruyter
100	1		_aHarris, Angel L. _eautore
245	1	0	_aKids Don't Want to Fail : _bOppositional Culture and the Black-White Achievement Gap / _cAngel L. Harris.
264		1	_aCambridge, MA : _bHarvard University Press, _c[2011]
264		4	_c©2011
300			_a1 online resource (336 p.) : _b53 graphs, 7 tables
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
505	0	0	_tFrontmatter -- _tContents -- _tPreface -- _t1. Introduction to Oppositional Culture -- _t2. Discrimination and Barriers: Basis for Black Cynicism toward Schooling -- _t3. Origins of Youth Perceptions of Opportunity and Academic Investment -- _t4. Effects of Youth Perceptions of Opportunity on Academic Achievement -- _t5. Racial Differences in Academic Orientation of Youth -- _t6. Should Blacks Become Raceless to Improve Achievement? -- _t7. Shifting the Focus Away from Culture and toward Prior Skills -- _t8. Does Marginalization Equal Resistance to Schooling? A Class-Based Analysis -- _t9. Refocusing Understanding of Racial Differences in Academic Outcomes -- _tAppendix A. Appendix B. Appendix C. Appendix D. Notes. References. Acknowledgements. Index. -- _tAppendix A: Note of Caution about Testing -- _tAppendix B: Sources of Data -- _tAppendix C: Methodological Appendix -- _tAppendix D: Description of Measures -- _tNotes -- _tBibliography -- _tAcknowledgments -- _tIndex
506	0		_arestricted access _uhttp://purl.org/coar/access_right/c_16ec _fonline access with authorization _2star
520			_aUnderstanding the causes of the racial achievement gap in American education-and then addressing it with effective programs-is one of the most urgent problems communities and educators face. For many years, the most popular explanation for the achievement gap has been the "oppositional culture theory": the idea that black students underperform in secondary schools because of a group culture that devalues learning and sees academic effort as "acting white." Despite lack of evidence for this belief, classroom teachers accept it, with predictable self-fulfilling results. In a careful quantitative assessment of the oppositional culture hypothesis, Angel L. Harris tested its empirical implications systematically and broadened his analysis to include data from British schools. From every conceivable angle of examination, the oppositional culture theory fell flat.Despite achieving less in school, black students value schooling more than their white counterparts do. Black kids perform badly in high school not because they don't want to succeed but because they enter without the necessary skills. Harris finds that the achievement gap starts to open up in preadolescence-when cumulating socioeconomic and health disadvantages inhibit skills development and when students start to feel the impact of lowered teacher expectations. Kids Don't Want to Fail is must reading for teachers, academics, policy makers, and anyone interested in understanding the intersection of race and education.
530			_aIssued also in print.
538			_aMode of access: Internet via World Wide Web.
546			_aIn English.
588	0		_aDescription based on online resource; title from PDF title page (publisher's Web site, viewed 30. Aug 2021)
650		0	_aAcademic achievement _zUnited States.
650		0	_aAfrican American students.
650		0	_aEducational equalization _zUnited States.
650		0	_aMinorities _xEducation _zUnited States.
650		7	_aSOCIAL SCIENCE / Ethnic Studies / African American Studies. _2bisacsh
850			_aIT-RoAPU
856	4	0	_uhttps://doi.org/10.4159/harvard.9780674060999
856	4	0	_uhttps://www.degruyter.com/isbn/9780674060999
856	4	2	_3Cover _uhttps://www.degruyter.com/cover/covers/9780674060999.jpg
942			_cEB
999			_c190185 _d190185