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Academic Profiling: Latinos, Asian Americans, and the Achievement Gap
Today the achievement gap is hotly debated among pundits, politicians, and educators. In particular this conversation often focuses on the two fastest-growing demographic groups in the United States: Asian Americans and Latinos. In Academic Profiling, Gilda L. Ochoa addresses this so-called gap by going directly to the source. At one California public high school where the controversy is lived every day, Ochoa turns to the students, teachers, and parents to learn about the very real disparities—in opportunity, status, treatment, and assumptions—that lead to more than just gaps in achievement.
In candid and at times heart-wrenching detail, the students tell stories of encouragement and neglect on their paths to graduation. Separated by unequal middle schools and curriculum tracking, they are divided by race, class, and gender. While those channeled into an International Baccalaureate Program boast about Socratic classes and stress-release sessions, students left out of such programs commonly describe uninspired teaching and inaccessible counseling. Students unequally labeled encounter differential policing and assumptions based on their abilities—disparities compounded by the growth in the private tutoring industry that favors the already economically privileged.
Despite the entrenched inequality in today’s schools, Academic Profiling finds hope in the many ways students and teachers are affirming identities, creating alternative spaces, and fostering critical consciousness. When Ochoa shares the results of her research with the high school, we see the new possibilities—and limits—of change.
In candid and at times heart-wrenching detail, the students tell stories of encouragement and neglect on their paths to graduation. Separated by unequal middle schools and curriculum tracking, they are divided by race, class, and gender. While those channeled into an International Baccalaureate Program boast about Socratic classes and stress-release sessions, students left out of such programs commonly describe uninspired teaching and inaccessible counseling. Students unequally labeled encounter differential policing and assumptions based on their abilities—disparities compounded by the growth in the private tutoring industry that favors the already economically privileged.
Despite the entrenched inequality in today’s schools, Academic Profiling finds hope in the many ways students and teachers are affirming identities, creating alternative spaces, and fostering critical consciousness. When Ochoa shares the results of her research with the high school, we see the new possibilities—and limits—of change.
336 pages, Paperback
First published October 1, 2013
8 people are currently reading
254 people want to read
About the author
Gilda L. Ochoa
5 books4 followersGilda Ochoa lives in Southern California. She is a professor of Chicana/o-Latina/o Studies and teaches and writes about race/ethnicity, education, and communities. Her newest book -- Academic Profiling: Latinos, Asian Americans, and the Achievement Gap (2013) has received awards from the Asian American Studies Association and from sections of the American Sociological Association and the Society for the Study of Social Problem for its focus on race and eradicating racism. It was also named as one of 35 books that all educators of African American and Latino students must read. Ochoa’s other books include Becoming Neighbors in a Mexican American Community (2004), Learning from Latino Teachers (2007), and Latina/o Los Angeles (2005), co-edited with her brother Enrique C. Ochoa.
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Displaying 1 - 7 of 7 reviews
June 29, 2024
The difference is power.
Anyone who has had any involvement with American public education knows it’s extremely fucked up. It’s a flashpoint issue that elicits solutions across the ideological spectrum. Yet it seems that only the brutalest neoliberal fantasies have made widespread adoption, with its ultra conservative cousin lurking right behind. A right wing rampage of the curriculum (never all too stellar to begin with), mixed with a frustrating dialectic of asking more from teachers while constantly providing less.
Us leftists can pose our bevy of adjustments, I myself must admit that I am rather adamant about implementing geography (imagine, the gall…) as a core constituent of the curriculum for all ages. But the truth of the matter is that even in those “brightest” moments of incremental concessions, we still have a system utterly intent on smoothing over even the covertest of capitalist critique. But we shouldn’t fall into the classical Marxist trap of just assuming a genuine economics course will turn the tides (though it would certainly help), because at the end of the day, that still doesn’t demystify power.
I wish I could say this was the crux of Ochoa’s argument, but she is far too cautious with her power prescriptions (such a sociologist…). However, it is the unavoidable conclusion of a rather biting, engaging overview of any high school, Southern California. The dynamics between students, staffulty, ideology, and capitalism constitutes a noxious cocktail of stress, reinforced racism, and a bittered underclass. Students see each other as fighting for the ever diminishing scraps of success. Stuck in bank method classrooms consisting of fellow tier members, knowing that the pyramid grows thinner with altitude. The best teachers see this and try their hardest to crack the academic segregation, to foster a sense of unity around a desire to learn and a demand for social justice. For SCHS, this comes from certain AP courses and MeCHA, but different schools will offer different openings, however small they may be.
But Ochoa, armed with a rightfully bleak outlook, knows the numbers. The billions of dollars sunk into a tutoring industrial complex, artificial standards, and tired speeches of scarcity. An increasingly armed school patrols those fighting for more, the insecurities of capitalism identifying disadvantaged high schoolers as existential threats. But perhaps they should, they are the ones yearning for change, who when given the chance will fight for their education, for a schooling that teaches equally. That isn’t afraid to offer “radical” narratives of how we got to our fucked up world. That understands textbooks don’t foster the critical thinking skills supposedly touted by niche subjects (read: sciences). That produces individuals genuinely capable of questioning their world and seeing beyond the fetishized commodityland manufactured by fictitiously rich corporate overlords…
Ochoa captures the sense of urgency necessitated by the kids’ crises. She presents the voices of the marginalized, the stereotypes hoisted onto them, and all the discomforts that come with it. For anyone who has been in a high school this century, her cast of characters and their documented struggles will pang with familiarity. Though the language is dense and lengthy, she leaves no stone unturned for broadcasting the lived experiences of those individuals most impacted but with the lowest capacity to affect the educational industrial complex. And crucially, unlike most social science investigations, she documents her attempts/struggles at translating invaluable research to material change in the structures she criticizes.
Yes, it frustrates me to see some self-censorship in the ferocity of her critique, though she does offer various justifications for such moderated language. Additionally, Ochoa does oscillate between being a tad too critical and lenient of student/staffulty perspectives. However, the power of this book to spawn the reader in a SCHS, and understand the tangled struggles and frustrated fumbles of climbing out of the mess of American education makes this well worth a read for anyone serious in cracking the crown of power tormenting US high schools.
Anyone who has had any involvement with American public education knows it’s extremely fucked up. It’s a flashpoint issue that elicits solutions across the ideological spectrum. Yet it seems that only the brutalest neoliberal fantasies have made widespread adoption, with its ultra conservative cousin lurking right behind. A right wing rampage of the curriculum (never all too stellar to begin with), mixed with a frustrating dialectic of asking more from teachers while constantly providing less.
Us leftists can pose our bevy of adjustments, I myself must admit that I am rather adamant about implementing geography (imagine, the gall…) as a core constituent of the curriculum for all ages. But the truth of the matter is that even in those “brightest” moments of incremental concessions, we still have a system utterly intent on smoothing over even the covertest of capitalist critique. But we shouldn’t fall into the classical Marxist trap of just assuming a genuine economics course will turn the tides (though it would certainly help), because at the end of the day, that still doesn’t demystify power.
I wish I could say this was the crux of Ochoa’s argument, but she is far too cautious with her power prescriptions (such a sociologist…). However, it is the unavoidable conclusion of a rather biting, engaging overview of any high school, Southern California. The dynamics between students, staffulty, ideology, and capitalism constitutes a noxious cocktail of stress, reinforced racism, and a bittered underclass. Students see each other as fighting for the ever diminishing scraps of success. Stuck in bank method classrooms consisting of fellow tier members, knowing that the pyramid grows thinner with altitude. The best teachers see this and try their hardest to crack the academic segregation, to foster a sense of unity around a desire to learn and a demand for social justice. For SCHS, this comes from certain AP courses and MeCHA, but different schools will offer different openings, however small they may be.
But Ochoa, armed with a rightfully bleak outlook, knows the numbers. The billions of dollars sunk into a tutoring industrial complex, artificial standards, and tired speeches of scarcity. An increasingly armed school patrols those fighting for more, the insecurities of capitalism identifying disadvantaged high schoolers as existential threats. But perhaps they should, they are the ones yearning for change, who when given the chance will fight for their education, for a schooling that teaches equally. That isn’t afraid to offer “radical” narratives of how we got to our fucked up world. That understands textbooks don’t foster the critical thinking skills supposedly touted by niche subjects (read: sciences). That produces individuals genuinely capable of questioning their world and seeing beyond the fetishized commodityland manufactured by fictitiously rich corporate overlords…
Ochoa captures the sense of urgency necessitated by the kids’ crises. She presents the voices of the marginalized, the stereotypes hoisted onto them, and all the discomforts that come with it. For anyone who has been in a high school this century, her cast of characters and their documented struggles will pang with familiarity. Though the language is dense and lengthy, she leaves no stone unturned for broadcasting the lived experiences of those individuals most impacted but with the lowest capacity to affect the educational industrial complex. And crucially, unlike most social science investigations, she documents her attempts/struggles at translating invaluable research to material change in the structures she criticizes.
Yes, it frustrates me to see some self-censorship in the ferocity of her critique, though she does offer various justifications for such moderated language. Additionally, Ochoa does oscillate between being a tad too critical and lenient of student/staffulty perspectives. However, the power of this book to spawn the reader in a SCHS, and understand the tangled struggles and frustrated fumbles of climbing out of the mess of American education makes this well worth a read for anyone serious in cracking the crown of power tormenting US high schools.
December 14, 2021
"Whole classes and students are labeled "trouble makers" or "regular students" or greeted as "my bright shinning stars." Like students across the nation, they are also largely segregated by race and class and sometimes by gender, too. Such distinctions, the messages they transmit, and the roles they play in perpetuating hierarchies of power and inequality are part of the hidden curriculum. They are among the many unspoken lessons transmitted at schools."
"Often accompanied by calls for "accountability" and ascertained by high-stakes testing, in this age of assessment, the emphasis on the "gap" has become common parlance used by politicians, educators, journalists, and families across political persuasion. A concern for the "gap" gives an illusion that inequality is being addressed, when in fact school disparities and societal injustices are rarely challenged."
"Thus, as much as students may resist narrow categorizations and unjust treatment, they are nonetheless schooled in unequal ways that have significant implications for their life trajectories and community relations."
"Even with this newer research, comparative studies on the relational aspects of Asian Americans and Latinas/os remain scant. When Asian Americans and Latinas/os are included, scholars often focus on whether their experiences are more like Whites or African Americans, not considering Asian Americans and Latinas/os on their own terms or in relationship to one another..."
"The higher-than-average educational background and incomes of Asian Americans relative to other groups in the United States enhances their educational resources and opportunities for mobility (Feliciano 2005). However, as a whole, Asian Americans often receive lower returns on their schooling than Whites due to racism (Espiritu 2000). Furthermore, not all have access to well-paying and technologically advanced careers."
"Schools in the United States reflect the capitalist structure. Many systematically sort and divide students into different classes or curriculum tracks-preparing both middle-and upper-class students for managerial and high-wage positions while ensuring a pliable working class-often composed of Blacks and Latinas/os-that fills low-wage occupations (Bowles and Gintis 1976)."
"The practices of most U.S. schools are based on division, competition, and hierarchies where different people possess unequal amounts of power, occupy different locations, and have limited opportunities for interaction. This is the case for adults who have unequal occupations and authority as well as for students."
"In contrast, the cultural capital that working-class and immigrant students and students of color often bring to school may be frozen, "subtracted," or outright depleted through English-only rules and Eurocentric curriculum (see Valenzula 1999)."
"However, given how entrenched power and inequality are, it is difficult to disrupt dominant perspectives and structures. Thus while some students' strategies may be personally beneficial, aspects of their maneuvering may reinforce hierarchies."
"In contrast to these assumptions, relatives to Whites, Asian Americans do not receive comparable returns on their education, and they often face blocked opportunities to career advancement, especially in managerial positions (Woo 200; Chen 2006)."
"To some, to be poor is perceived to be a negative indictment on one's values, work ethic, or abilities rather than a critique of an unequal class system or an awareness of differing migration patterns."
"Actually, interviews with the White staffulty reveal that although they are generally comfortable talking about Asian American and Latina/o students and parents, some are much less accustomed to thinking about their own racial/ethnic identities. Several even confessed that they never thought about their identities."
"Since many AVID students are the first members of their families to attend college, relationships with caring educators who assist them with the information needed to make the transition to college are crucial."
"Access to a counselor with high expectations is instrumental in motivating students and ensuring that they take the necessary courses to put them on a path to a four-year college or university (Espinoza 2011)."
"Emerging in the context of "tough on crime" policies and fueled by a culture of fear and the demonizing of youth of color, schools are increasingly using prisonlike tactics, including zero-tolerance policies where students caught violating school rules face stricter penalties, including suspensions, expulsions, and maybe even police interventions (Beres and Griffith 2001; Noguera 2008; Nolan 2011)."
"When individual staffulty lack familiarity with students and their communities, they may be more inclined to misunderstand them and perceive them in inferior ways (Noguera 2008, 103). However, these racist attitudes are more than individual. They are institutionalized in dress code rules, disciplinary practices, and the equating of Latino youth and particular styles of clothing with gang affiliation."
"In the schools he studied, compared to White students, Latinas/os and Blacks were much more likely to report being punished for defiance and disrespect, offenses based on more "subjective appraisals" than offenses involving the possession of weapons or drugs that are a bit more clear-cut and more evenly distrubuted by race/ethnicity (183-84)."
"Regardless of their effectiveness, the dress codes that appear to be more vigilantly enforced on young men are framed as an attempt to contain gangs and violence, activities typically associated with young men of color in particular. Meanwhile, women's bodies are policed to constrain their perceived sexualities and to enforce what sociologist Julie Bettie (2003) has described as school-sanctioned femininity that is based on middle-class gender norms."
"They can widen disparities, and in some cases, when students observe the inequities in their classes, they may even fuel resentment and the desire to give up."
"They are at the crux of these hierarchies and maintain White supremacy: an assimilationist imperative and a "model minority" myth. An assimilationist imperative expects all to integrate into U.S. values and traditions. While this imperative has fluctuated during the past century-from justifying Americanization programs through the 1950s to the continual debates surrounding English-only practices, bilingual education, and immigration, it has been a mainstay in the United States. Oftentimes underlying it is the belief of Anglo superiority where the Spanish language, Asian languages, and those who speak these languages are perceived as inferior to the English languages and U.S.-born residents."
"The competitive, hierarchial structuring in the form of tracking coupled with racial profiling and limited multicultural curriculum inflame divisions. They keep students separate and prevent greater awareness of the factors shaping students' relationships and conceptions of selves."
"Being the Other means feeling dissimilar; is awareness of being distinct; is consciousness of being dissimilar. It means being outside the game, outside the circle, outside the set. It means being on the edges, on the margins, on the periphery. Otherness means feeling excluded, closed out, percluded, of disconnectedness, of alienation. (1995, 12)"
"Not being racially/ethnically pigeonholed by others' expectations may not be the case for all Whites, but it certainly contrasts with the experiences of Asian Americans, Latina/os, and African Americans who are often narrowly categorized and encounter limited expectations. Thus Whites can typically be perceived as individuals rather than as exceptions to their race/ethnicity or as Whitewashed when they fall outside of expectations."
"Given the cultural hierarchy within the school, where immigrants are referred to derogatorily, length of time in the United States, English-language skills, and styles of dress are among the factors shaping student popularity. This cultural hierarchy intersects with a racial hierarchy to privilege Whites and position them near the top of the school's social hierarchy."
"As social psychologist Beverley Daniel Tatum argues, what is needed to facilitate White students' healthy conceptions of selves is adult support for the unlearning of individual racist beliefs and a consciousness of institutional racism (1997, 94-95)."
"For many exploited and oppressed peoples the struggle to create an identity, to name one's reality is an act of resistance because the process of domination-whether it be imperialist colonization, racism, or sexism oppression-has stripped us of our identity, devalued language, culture, appearance. (109)"
"Implied in their definitions and apparent throughout the school sculture are the ways that unequal structures, dominant ideologies, school practices, and everydays messages impinge on students' sense of selves and their peer groups. The effects vary from politicized articulations to the unintentional reinforcement of hierarchical divisions. However, the implication underlying all these examples is how some students struggle to construct their own identities and claim connections to family, community, or history in the context of these larger factors."
"Thus while defying typification is certainly a form of resistance, no student should have to face and then challenge the narrow, exclusionary, and sometimes downright hostile attacks on their identities."
"In schools like SCHS, where most students are of color, speak multiple languages, and have immigrants ties, there are spaces on campuses where students are provided with the tools to help them process their experiences and the multiple message they receive about race/ethnicity, immigration, class, and gender."
"The emotional labor involved in constantly trying to defend oneself and contest the wrongs of institutional practices influences the individual health and collective well-being of students and communities."
"Thus a radical rethinking and restructuring of schools and societies are needed to ensure that those who are already the most taxed by inequalities are not expected to pick up the slack of the very institutions and everyday practices that continue to subjugate. Without such a change, racial/ethnic, class, and gender hierarchies will persist."
"Who we are influences what we research, the types of questions we ask, our frameworks, our interpretations, and how others see and respond to us."
"The perpetuation of curriculum tracking where the students in the highest tracks receive the most and other students are ignored or dismissed is a civil rights issue.nAll students should have access to challenging curriculum that perpares them for fulfilling lives with multiple opportunities."
"...there tends to be an ignoring or even an acceptance of the ways that schools maintain and are a reflection of capitalism. Likewise, few discuss the salience of socioeconomic status on schooling and how schools privilege middle- and upper-class students."
"The varied histories of migration and diverse racial/ethnic and class backgrounds are underappreciated and undeveloped assets at the school. Building on them could help emphasize the school's uniqueness, enhance school pride, foster student unity, and imprive students' academics.'
"Often accompanied by calls for "accountability" and ascertained by high-stakes testing, in this age of assessment, the emphasis on the "gap" has become common parlance used by politicians, educators, journalists, and families across political persuasion. A concern for the "gap" gives an illusion that inequality is being addressed, when in fact school disparities and societal injustices are rarely challenged."
"Thus, as much as students may resist narrow categorizations and unjust treatment, they are nonetheless schooled in unequal ways that have significant implications for their life trajectories and community relations."
"Even with this newer research, comparative studies on the relational aspects of Asian Americans and Latinas/os remain scant. When Asian Americans and Latinas/os are included, scholars often focus on whether their experiences are more like Whites or African Americans, not considering Asian Americans and Latinas/os on their own terms or in relationship to one another..."
"The higher-than-average educational background and incomes of Asian Americans relative to other groups in the United States enhances their educational resources and opportunities for mobility (Feliciano 2005). However, as a whole, Asian Americans often receive lower returns on their schooling than Whites due to racism (Espiritu 2000). Furthermore, not all have access to well-paying and technologically advanced careers."
"Schools in the United States reflect the capitalist structure. Many systematically sort and divide students into different classes or curriculum tracks-preparing both middle-and upper-class students for managerial and high-wage positions while ensuring a pliable working class-often composed of Blacks and Latinas/os-that fills low-wage occupations (Bowles and Gintis 1976)."
"The practices of most U.S. schools are based on division, competition, and hierarchies where different people possess unequal amounts of power, occupy different locations, and have limited opportunities for interaction. This is the case for adults who have unequal occupations and authority as well as for students."
"In contrast, the cultural capital that working-class and immigrant students and students of color often bring to school may be frozen, "subtracted," or outright depleted through English-only rules and Eurocentric curriculum (see Valenzula 1999)."
"However, given how entrenched power and inequality are, it is difficult to disrupt dominant perspectives and structures. Thus while some students' strategies may be personally beneficial, aspects of their maneuvering may reinforce hierarchies."
"In contrast to these assumptions, relatives to Whites, Asian Americans do not receive comparable returns on their education, and they often face blocked opportunities to career advancement, especially in managerial positions (Woo 200; Chen 2006)."
"To some, to be poor is perceived to be a negative indictment on one's values, work ethic, or abilities rather than a critique of an unequal class system or an awareness of differing migration patterns."
"Actually, interviews with the White staffulty reveal that although they are generally comfortable talking about Asian American and Latina/o students and parents, some are much less accustomed to thinking about their own racial/ethnic identities. Several even confessed that they never thought about their identities."
"Since many AVID students are the first members of their families to attend college, relationships with caring educators who assist them with the information needed to make the transition to college are crucial."
"Access to a counselor with high expectations is instrumental in motivating students and ensuring that they take the necessary courses to put them on a path to a four-year college or university (Espinoza 2011)."
"Emerging in the context of "tough on crime" policies and fueled by a culture of fear and the demonizing of youth of color, schools are increasingly using prisonlike tactics, including zero-tolerance policies where students caught violating school rules face stricter penalties, including suspensions, expulsions, and maybe even police interventions (Beres and Griffith 2001; Noguera 2008; Nolan 2011)."
"When individual staffulty lack familiarity with students and their communities, they may be more inclined to misunderstand them and perceive them in inferior ways (Noguera 2008, 103). However, these racist attitudes are more than individual. They are institutionalized in dress code rules, disciplinary practices, and the equating of Latino youth and particular styles of clothing with gang affiliation."
"In the schools he studied, compared to White students, Latinas/os and Blacks were much more likely to report being punished for defiance and disrespect, offenses based on more "subjective appraisals" than offenses involving the possession of weapons or drugs that are a bit more clear-cut and more evenly distrubuted by race/ethnicity (183-84)."
"Regardless of their effectiveness, the dress codes that appear to be more vigilantly enforced on young men are framed as an attempt to contain gangs and violence, activities typically associated with young men of color in particular. Meanwhile, women's bodies are policed to constrain their perceived sexualities and to enforce what sociologist Julie Bettie (2003) has described as school-sanctioned femininity that is based on middle-class gender norms."
"They can widen disparities, and in some cases, when students observe the inequities in their classes, they may even fuel resentment and the desire to give up."
"They are at the crux of these hierarchies and maintain White supremacy: an assimilationist imperative and a "model minority" myth. An assimilationist imperative expects all to integrate into U.S. values and traditions. While this imperative has fluctuated during the past century-from justifying Americanization programs through the 1950s to the continual debates surrounding English-only practices, bilingual education, and immigration, it has been a mainstay in the United States. Oftentimes underlying it is the belief of Anglo superiority where the Spanish language, Asian languages, and those who speak these languages are perceived as inferior to the English languages and U.S.-born residents."
"The competitive, hierarchial structuring in the form of tracking coupled with racial profiling and limited multicultural curriculum inflame divisions. They keep students separate and prevent greater awareness of the factors shaping students' relationships and conceptions of selves."
"Being the Other means feeling dissimilar; is awareness of being distinct; is consciousness of being dissimilar. It means being outside the game, outside the circle, outside the set. It means being on the edges, on the margins, on the periphery. Otherness means feeling excluded, closed out, percluded, of disconnectedness, of alienation. (1995, 12)"
"Not being racially/ethnically pigeonholed by others' expectations may not be the case for all Whites, but it certainly contrasts with the experiences of Asian Americans, Latina/os, and African Americans who are often narrowly categorized and encounter limited expectations. Thus Whites can typically be perceived as individuals rather than as exceptions to their race/ethnicity or as Whitewashed when they fall outside of expectations."
"Given the cultural hierarchy within the school, where immigrants are referred to derogatorily, length of time in the United States, English-language skills, and styles of dress are among the factors shaping student popularity. This cultural hierarchy intersects with a racial hierarchy to privilege Whites and position them near the top of the school's social hierarchy."
"As social psychologist Beverley Daniel Tatum argues, what is needed to facilitate White students' healthy conceptions of selves is adult support for the unlearning of individual racist beliefs and a consciousness of institutional racism (1997, 94-95)."
"For many exploited and oppressed peoples the struggle to create an identity, to name one's reality is an act of resistance because the process of domination-whether it be imperialist colonization, racism, or sexism oppression-has stripped us of our identity, devalued language, culture, appearance. (109)"
"Implied in their definitions and apparent throughout the school sculture are the ways that unequal structures, dominant ideologies, school practices, and everydays messages impinge on students' sense of selves and their peer groups. The effects vary from politicized articulations to the unintentional reinforcement of hierarchical divisions. However, the implication underlying all these examples is how some students struggle to construct their own identities and claim connections to family, community, or history in the context of these larger factors."
"Thus while defying typification is certainly a form of resistance, no student should have to face and then challenge the narrow, exclusionary, and sometimes downright hostile attacks on their identities."
"In schools like SCHS, where most students are of color, speak multiple languages, and have immigrants ties, there are spaces on campuses where students are provided with the tools to help them process their experiences and the multiple message they receive about race/ethnicity, immigration, class, and gender."
"The emotional labor involved in constantly trying to defend oneself and contest the wrongs of institutional practices influences the individual health and collective well-being of students and communities."
"Thus a radical rethinking and restructuring of schools and societies are needed to ensure that those who are already the most taxed by inequalities are not expected to pick up the slack of the very institutions and everyday practices that continue to subjugate. Without such a change, racial/ethnic, class, and gender hierarchies will persist."
"Who we are influences what we research, the types of questions we ask, our frameworks, our interpretations, and how others see and respond to us."
"The perpetuation of curriculum tracking where the students in the highest tracks receive the most and other students are ignored or dismissed is a civil rights issue.nAll students should have access to challenging curriculum that perpares them for fulfilling lives with multiple opportunities."
"...there tends to be an ignoring or even an acceptance of the ways that schools maintain and are a reflection of capitalism. Likewise, few discuss the salience of socioeconomic status on schooling and how schools privilege middle- and upper-class students."
"The varied histories of migration and diverse racial/ethnic and class backgrounds are underappreciated and undeveloped assets at the school. Building on them could help emphasize the school's uniqueness, enhance school pride, foster student unity, and imprive students' academics.'
April 24, 2018
A must read if you are a teacher or planning to be a teacher.
January 8, 2014
EXCELLENT....A MUST READ FOR ALL!
Want to read
June 26, 2023Ochoa provides a necessary and timely reflection on the education system in America.
I won this book through Goodreads Giveaways.
I won this book through Goodreads Giveaways.
Read
May 16, 2014379.26097 O164 2013
October 24, 2016
Read for my Chicanos/Latinos and Education course.
Displaying 1 - 7 of 7 reviews