Structural Inequities and the Achievement Gap in Urban Schools

If teachers represent a child’s most important asset, they also can be a child’s greatest liability, especially in states where a shortage of well-qualified teachers impedes the academic progress of African American students in learning contexts. The author asserts that a transformation in practices...

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Bibliographic Details
Published in:Education and urban society 2004-11, Vol.37 (1), p.22-36
Main Author: Talbert-Johnson, Carolyn
Format: Article
Language:English
Subjects:
Academic Achievement
Academic achievement gaps
African American Students
Black American people
Black students
Blacks
Change Strategies
Children
Education
Educational Change
Educational equalization
Educational policy
Educational sciences
Equal Education
Pedagogy
Professional training
Race relations
Shortages
Social inequalities, socio-economical deprived
Sociology of education
Teacher Education
Teachers
Teaching Methods
Training
U.S.A
United States
Urban areas
Urban Schools
Urban studies
USA
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Summary:If teachers represent a child’s most important asset, they also can be a child’s greatest liability, especially in states where a shortage of well-qualified teachers impedes the academic progress of African American students in learning contexts. The author asserts that a transformation in practices must occur in teacher education programs if these programs are to become places where preservice candidates learn to adopt pedagogies that are instrumental in the academic achievement of African American students in urban schools. A proposal for comprehensive, transformative approaches for achieving systemic change is warranted in the eradication of structural inequities that currently exist in urban schools.
ISSN:0013-1245
1552-3535
DOI:10.1177/0013124504268454