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2006 - The Structures of Cultural Meanings Within Desegregated Schools Fifty Years After Brown

Attribution: Carter, Prudence
Researchers: Prudence Carter
University Affiliation: Stanford University
Email: plcarter@stanford.edu
Research Question:
Understand the role of cultural meanings in desegregated schools and the impact for racial/ethnic minority students.
Published: 1
Journal Name or Institutional Affiliation: N/A
Journal Entry: N/A
Year: 2006
Findings:
  • Carter argues that researchers must examine how socio-cultural dynamics in racially mixed schools affect the academic achievement and engagement of racial/ethnic minority students.
  • The paper addresses third generation desegregation problems—the persistent achievement gap between Black and Latino students and Asian and White students attending the same schools.
  • The school is a system of cultural meanings and messages.
  • Researchers need to consider the meanings attached to school practices and policies (ex. Tracking and curricula) and how these messages are perceived and internalized by students from less privileged social backgrounds.
Regions: NationalResearch Designs: Literature Review Sampling Frame:Previous Studies
Data Description:
  • Focuses on tracking and curriculum in schools, which are loaded with meanings and messages that get perceived and internalized by students from less priviledged social positions.
Theoretical Framework:
Relevance:
Archives: K-12 Integration, Desegregation, and Segregation Abstracts
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