Schools Betrayed: Roots of Failure in Inner-City Education

by Neckerman, Kathryn M.

• ISBN13: 9780226569604
• ISBN10: 0226569608
• Format: Hardcover
• Copyright: 2007-09-01
• Publisher: Univ of Chicago Pr

Summary

The problems commonly associated with inner-city schools were not nearly as pervasive a century ago, when black children in most northern cities attended school alongside white children. InSchools Betrayed, her innovative history of race and urban education, Kathryn M. Neckerman tells the story of how and why these schools came to serve black children so much worse than their white counterparts. Focusing on Chicago public schools between 1900 and 1960, Neckerman compares the circumstances of blacks and white immigrants, groups that had similarly little wealth and status yet came to gain vastly different benefits from their education. Their divergent educational outcomes, she contends, stemmed from Chicago officials' decision to deal with rising African American migration by segregating schools and denying black students equal resources. And it deepened, she shows, because of techniques for managing academic failure that only reinforced inequality. Ultimately, these tactics eroded the legitimacy of the schools in Chicago's black community, leaving educators unable to help their most disadvantaged students. Schools Betrayedwill be required reading for anyone who cares about urban education.

Author Biography

Kathryn M. Neckerman is associate professor of the Institute for Social and Economic Research and Policy at Columbia University, and an affiliate of the Robert Wood Johnson Foundation’s Health and Society Scholars Program and the institute’s Center for the Study of Wealth and Inequality.
 

Table of Contents

Preface	p. vii
Acknowledgments	p. xi
Introduction	p. 1
Urban Decline	p. 11
Labor Markets	p. 32
Communities and Cultures	p. 60
Racial Segregation and Inequality	p. 81
Vocational Education	p. 107
Remedial Education	p. 127
Classroom Dynamics	p. 152
Conclusion	p. 172
Quantitative Evidence	p. 185
Some Historical Evidence about Language Styles and Schooling	p. 193
Notes	p. 197
Selected Bibliography	p. 243
Index	p. 253
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