NCCRESt

part of the Education Reform Networks

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Socioeconomic Status

• A Dialogue About Race and Ethnicity in Education: Struggling To Understand Issues in Cross-Cultural Leadership
  A dialogic approach explores some of the complex issues related to race and ethnicity to identify implications for more effective cross-cultural leadership in diverse schools. Revisited field notes, as well as data from interviews and surveys from various research projects, provide the background about the difficulties of understanding race and ethnicity across different school settings and among educators with different perspectives.
• A Qualitative Study of College Social Adjustment of Black Students from Lower Socioeconomic Communities
  Uses elements of the Ecological Model as a framework for examining the methods by which students develop social relationships and determining whether these relationships support college retention. An oral composite was constructed from the comments of Black commuter students from lower socioeconomic communities.
• Cultural Factors and the Achievement of Black and Hispanic Deaf Students
  Examines cultural factors affecting black and Hispanic deaf students' achievement, discussing socioeconomic status and single parent families, parent educational levels, non-English speaking environments, inadvertent effects on the deaf child, family view of disability, and parent-school interactions. Notes strategies for developing parents as authentic partners in education and discusses how educators can bridge the educational gap.
• Multicultural Education and the Standards Movement: A Report from the Field
  The current obsession with standardizing curricula and measuring output may further reduce teacher agency and marginalize segments of our society that are already cheated by the system. Enormous discrepancies exist among public-school facilities, resources, and teachers.
• Multicultural Social Reconstructionist Education in Urban Geography: A Model Whose Time Has Come
  Briefly describes several approaches to multicultural education including highlighting minority achievements and emphasizing human relations and social reconstruction. Argues that social reconstruction is the most productive approach for teaching urban geography.
• Preparing K-12 Teachers To Teach for Social Justice: An Experimental Exercise with a Focus on Inequality and Life-Chances Based on Sico-Economic Status
  Describes a preservice multicultural education and social foundations course designed to expand awareness of and encourage an appreciation and respect for diversity, highlighting an experiential exercise that focuses on institutional inequities of socioeconomic status and that promotes critical thinking, cooperative group work, and making use of multiple intelligences. (SM).