Stubborn Roots Race, Culture, and Inequality in U.S. and South African Schools

by Carter, Prudence L.

• ISBN13: 9780199899654
• ISBN10: 0199899657
• Format: Paperback
• Copyright: 2012-04-26
• Publisher: Oxford University Press

Summary

What are the features of the school environment that make students' of color incorporation greater at some schools than at others? Prudence L. Carter seeks to answer this basic but bedeviling question through a rich comparative analysis of the organizational and group dynamics in eight schools located within four cities in the United States and South Africa-two nations rebounding from centuries of overt practices of racial and social inequality.Stubborn Rootsprovides insight into how school communities can better incorporate previously disadvantaged groups and engender equity by addressing socio-cultural contexts and promoting "cultural flexibility." It also raises important and timely questions about the social, political, and philosophical purposes of multiracial schooling that have been greatly ignored by many, and cautions against narrow approaches to education that merely focus on test-scores and resources. "There are simply not enough texts that look comparatively at the two foremost experiments with questions of race, culture, and class in the English-speaking world, the United States and South Africa. Prudence Carter's work is simultaneously scholarly and compassionate. It helps us see, in these two benighted but globally important societies, how easily things break, but also how well, when structures are in place and when human agency takes flight, individuals and the groups to which they belong flourish and grow." - Crain Soudien, Professor of Education, University of Cape Town "In this ambitious mixed-method study, Carter analyzes the social and symbolic boundaries that account for disparate educational experiences by race in the United States and South Africa. Resources are only part of the answer; equally important, she argues, are the cultural and institutional conditions that make students feel they are valued contributors of the community. Thus, school policies about hairstyle, dress codes, tracking, extracurricular activities, and language use are among the important dimensions that enable or discourage engagement in students. Educators, policymakers, and scholars alike have much to learn from this agenda-setting work." -Michele Lamont, Harvard University Author ofThe Dignity of Working Men: Morality and the Boundaries of Race, Class and Immigration "Prudence Carter's remarkable book shines a light on the often invisible patterns that perpetuate educational disparity in both the United States and South Africa.Stubborn Rootsreveals how racial and ethnic divides are often reinforced, even in supposedly 'integrated' schools and even when many people of good will, try to eradicate them. Carter's insights illuminate how educators and schools can address these issues by becoming increasingly attuned to the socio-cultural worlds in which their students live. This book paves the way for the changes needed for historically disadvantaged groups to receive equitable, high-quality educations." -Linda Darling-Hammond, Charles Ducommun Professor of Education, Stanford University

Author Biography

Prudence L. Carter is Associate Professor of Education and (by courtesy) Sociology at Stanford University.

Table of Contents

Preface	p. vii
Acknowledgments	p. xiii
List of Tables	p. xv
List of Figures	p. xvi
Introduction	p. 1
Distinctions and Convergences: A Brief History of Race and Education in the United States and South Africa	p. 17
Selecting "Good" Schools in the United States and South Africa	p. 32
The Paradoxes of Opportunity: Resources, Boundaries, and Organizational-Racial Habitus	p. 58
Cultural Flexibility: The (un)Making of Multicultural Navigators	p. 88
The More Things Change, the More Threatening They Feel: White Youths' Attitudes on Equity	p. 119
Equity and Empathy: Growing Equality of Opportunity	p. 149
Stubborn Roots: Weeding Out Educational Inequality	p. 173
Appendix	p. 182
Notes	p. 186
Bibliography	p. 211
Index	p. 227
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