NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ940673
Record Type: Journal
Publication Date: 2011-Nov
Pages: 30
Abstractor: As Provided
Reference Count: 62
ISSN: ISSN-0042-0859
Classrooms as Racialized Spaces: Dynamics of Collaboration, Tension, and Student Attitudes in Urban and Suburban High Schools
Nunn, Lisa M.
Urban Education, v46 n6 p1226-1255 Nov 2011
This article interrogates the construction of ethnoracial categories in everyday classroom life and how ethnoracial classroom dynamics contribute to larger patterns of inequality in achievement and unequal college futures for minorities. The study compares one urban and two suburban schools. Drawing on observation data from six classes and 57 in-depth student interviews, I find that ethnoracial categories are continually reconstructed through teachers' pedagogical styles and students' interactions. In addition, metainstitutional structures such as curriculum tracks and nonacademic dynamics foster ethnoracial tensions between classmates. While the urban school successfully alleviates ethnoracial stereotypes, the suburban schools exacerbate ethnoracial divisions among students. (Contains 1 note.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California