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ERIC Number: ED376245
Record Type: Non-Journal
Publication Date: 1994-Apr
Pages: 35
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Trust as the Basis for Urban School Reform and as an Explanation of the Variability in Involuntary Minority Academic Achievement.
Fuller, Edward J.
In studying the disparity of academic achievement between minority and nonminority students, anthropologists and educators have identified a distinct variability in the academic success between two discrete subgroups within the minority school population: those who have voluntarily emigrated from their original societies and those who have involuntarily become members of a particular society because of slavery, conquest, or colonization. In the United States involuntary minorities primarily include African Americans, Native Americans, and many Hispanic Americans. An overview of involuntary-minority academic success and failure is followed by an alternative explanation based on the ability of the local school to institute measures that develop a sense of trust, or at least an abeyance of mistrust, in the school and school authorities. Some strategies are proposed to develop the necessary sense of trust. (Contains 46 references.) (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A