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ASSESSING RACE RELATIONS IN THE CLASSROOM
Author(s) -
Crain Robert L.
Publication year - 1977
Publication title -
anthropology and education quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.531
H-Index - 46
eISSN - 1548-1492
pISSN - 0161-7761
DOI - 10.1525/aeq.1977.8.2.05x1391m
Subject(s) - disadvantaged , race (biology) , sociology , context (archaeology) , racial composition , order (exchange) , social psychology , gender studies , psychology , political science , geography , law , archaeology , finance , economics
Court‐ordered busing of students in order to achieve equal educational opportunity has dramatically altered the classrooms of inner‐urban America. Forced together and expected to learn are disparate groups of children, each with differing cultural backgrounds and expectations for schooling. Within such a mixed‐group context, what is “disadvantaged” for one culture may not be “disadvantaged” for another. Understanding the effects of schooling under such circumstances can be enhanced by understanding intergroup relations, in particular between children and teachers of different races. How can we best assess race relations in the classroom and their effect on schooling?