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ERIC Number: ED512752
Record Type: Non-Journal
Publication Date: 2010-Oct
Pages: 246
Abstractor: ERIC
Reference Count: 0
ISBN: ISBN-0-2301-0708-7ISBN-978-0-2301-0708-3
ISSN: N/A
Race-Class Relations and Integration in Secondary Education: The Case of Miller High
Eick, Caroline
Palgrave Macmillan
Eick explores the history of a comprehensive high school from the world views of its assorted student body, confronting issues of race, ethnicity, class, gender, nationality, and religion. Her case study examines the continuities and differences in student relationships over five decades. While she discusses the "dark side" of the high school experience, she also presents hopeful signs and alternatives. This history comes alive through rich oral testimonies that contribute to the ongoing search to make high school life a meaningful and constructive experience for young people living in an increasingly complex society. This book contains three parts. Part I: The Divided Generation (1950-1969), contains: (1) Memories of Class, Race, and Gender Divides: Immediate Pre and Post Desegregation Years; and (2) Cautiously Negotiating Social Divides: A Conservative Student Body. Part II: The Border-Crossing Generation (1970-1985), contains: (3) Memories of Interracial Peer-Group Affiliations: Integration Years; and (4) Bridging Social Divides through Peer-Groups: A Socially Tolerant but Politically Inactive Student Body. Part III: The Re-Divided Generation (1986-2000), contains: (5) Memories of Segregation by Class, Race, Nationality, and Religion: Destabilizing Years of Shifting Demographics; (6) Self-Segregating in Opposition To: A Student Body Sensitized to Discrimination; (7) Conclusion; and (8) Methodology: The Transparent Historian.
Palgrave Macmillan. 175 Fifth Avenue, New York, NY 10010. Tel: 888-830-8477; Fax: 800-672-2054; Web site: http://www.palgrave-usa.com
Publication Type: Books; Reports - Descriptive
Education Level: Elementary Secondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A