NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ787356
Record Type: Journal
Publication Date: 2002-Jan
Pages: 9
Abstractor: Author
Reference Count: 27
ISSN: ISSN-0018-1498
Minority Education and Analytical Thinking Skills: Traditionalizing Disempowerment
Freed, Craig; Pena, Robert
High School Journal, v85 n2 p24-32 Dec 2001-Jan 2002
This research examines a community struggling to define the type of education needed for its children. After years of being a minority culture in a much larger school district, a small group of individuals in the community petitioned the state to begin a new school district. Community members indicated a desire for an emphasis on vocational skills so students would be more employable. The teachers, most coming from outside the community, wanted a more liberal arts curriculum with an emphasis on analytical thinking skills. In the nearly twenty years since the district's formation, a random autonomy has come to define the curriculum efforts made by the professional educators. Unless there is a significant effort to arrive at a community and school consensus, it is unlikely that an empowering, relevant high school curriculum will be established. (Contains 1 table.)
University of North Carolina Press. 116 South Boundary Street, P.O. Box 2288, Chapel Hill, NC 27515-2288. Tel: 800-848-6224; Tel: 919-966-7449; Fax: 919-962-2704; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: Community; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A