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ERIC Number: ED403363
Record Type: Non-Journal
Publication Date: 1997
Pages: 154
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-8039-6423-4
Resisting Discrimination. Affirmative Strategies for Principals and Teachers.
Miron, Louis F.
This book presents affirmative strategies to rid schools of discrimination. Many of these strategies were developed as a result of research in four public high schools with large percentages of ethnic and language minority students in the deep south. The study, which consisted of 48 30-90 minute interviews, suggested that there is wide student resistance to both the formal and the hidden curriculum in public schooling in an urban context. This resistance is tied to students' perceptions of the lack of fairness and teacher stereotyping of minority students. Academic discrimination occurs when teachers explicitly display differences in the expectations they hold for academic achievement for students. Identity discrimination is a result of the hidden curriculum at urban schools and expresses itself when teachers identify low-income Latino and African American students with gangs and violence. At one urban school, where students were much more successful, the key difference seemed to be that the principal and teachers took deliberate affirmative steps to help make low-income black students academically and socially successful. Practices that promote success are detailed in these chapters: (1) "Discrimination--Subtle and Not-So-Subtle"; (2) "How Leaders Can Prepare for Action"; (3) "What Administrators Can Do"; (4) "How Teacher Inquiry Can Serve Community"; (5) "Deepening Student Governance"; (6) "Forging Community Partnerships"; (7) "Making City Government an Ally"; and (8) "Cultivating an Ethics of the Heart." (Contains 153 references and 23 resources.) (SLD)
Corwin Press, Inc., A Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320; e-mail: (paperback: ISBN-0-8039-6423-4; clothbound: ISBN-0-8039-6422-6).
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Teachers; Administrators; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A