The Role of Education in Reducing Racial Inequality

Noguera, Pedro A.; Alicea, Julio Angel

doi:10.4324/9780429331435-4

Cited by 13 publications

(8 citation statements)

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“…Finally, sociologists can also employ the insights presented here to engage in a much‐needed public sociology of the critical race theory controversy and related intersections of race, education, and the state. Schools have always been key sites of contestation over issues of racial governance (Noguera & Alicea, 2021) and sociologists need new language to make sense of the ways in which state action continues to do violence to the nation's youth.…”

Section: Discussionmentioning

confidence: 99%

The racial state and the violent (re)production of educational inequality

Alicea

2022

Sociology Compass

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This article defines and situates the concept of the racial state within the sociological literature on educational inequality. Currently, much of the sociology of education literature fails to engage with theories of the state or does so in undertheorized ways. Drawing on theories of the racial state and forms of state violence, this article contributes to literature in political sociology, race and racism, and education. It does so by arguing that the U.S. is a racial state that violently produces and reproduces educational inequality through structural, symbolic, and institutional violence. In charting a research program for a racial state analysis of educational inequality, it provides examples of each kind of state violence and provides suggestions for future research, which may be termed a political sociology of education. The article concludes by noting the value of the state violence framework presented for sociological studies of state authority and comparative work that looks across geographical and historical contexts.

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Section: Discussionmentioning

confidence: 99%

The racial state and the violent (re)production of educational inequality

Alicea

2022

Sociology Compass

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“…While he had known some SROs to add value to the school community and build positive relationships with students and adults, he also knew that some overstepped their authority and singled out young people of color. He recognized that the issue was one well beyond that of individual officers but rather was a historical and contemporary form of institutional and structural racism (Advancement Project, 2018; Noguera & Alicea, 2021). Stone knew the egregious arrest rates for Black children were especially concerning.…”

Section: The Casementioning

confidence: 99%

The Resolution Passed, Now What? A Superintendent’s Commitment to Racial and Social Justice and the Complexities of a Police-Free Schools’ Resolution

Wiley

Starr²

2023

Journal of Cases in Educational Leadership

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Following a wave of racial justice activism during the summer of 2020, nearly 40 school districts passed resolutions ending the use of law enforcement in schools. In such districts, school superintendents then faced the challenge of implementing these “police-free schools’ resolutions,” while sometimes encountering strong resistance, from White parents and community members in particular. This case explores the challenges of implementing a police-free schools’ resolution through the perspective of a White superintendent committed to anti-racism and social justice in a fictitious district called Union Public Schools. Informed by real events, the authors invite education leaders to articulate their stance and strategy as it relates to anti-racist leadership, law enforcement in schools, and White resistance to equity-oriented policy change.

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“…Leaders’ frames are informed by values and beliefs. A long-standing debate when it comes to understanding root causes of chronically low educational performance in impoverished neighborhoods serving historically marginalized communities of color is whether poverty or schools are most responsible (Mehta, 2015; Noguera, 2017; Turner, 2015). For instance, Mehta (2015) meticulously documented how accountability policy—in which the problems and solutions to educational failure were increasingly located in teaching and schools—became the status quo and dominant political paradigm for both political parties over time.…”

Section: Background Literaturementioning

confidence: 99%

Causal Stories and Problem Definitions: How Policymakers and Superintendents Frame School Turnaround

Torres

2023

AERA Open

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This study uses framing theory and the concept of causal stories to examine beliefs about causes and solutions to improving chronically low-performing schools in response to Michigan’s school turnaround policy. Across cases, policymakers and district leaders assigned most responsibility to poor leadership, poverty, and chronic educator turnover as primary causes of problems leading to turnaround identification. These causal stories were most often framed as side effects of policy or practice rather than as intentional actions. However, a notable subset assigned blame more directly to intentional policy action (or inaction) that would help districts counteract the effects of concentrated poverty, such as weighted funding. In terms of solutions, most leaders believed that improved funding was necessary to strengthen and stabilize the workforce and meet the nonacademic needs of children—for instance, attending to the deleterious effects of poverty through wraparound services or efforts to address trauma.

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The Role of Education in Reducing Racial Inequality

Cited by 13 publications

References 0 publications

The racial state and the violent (re)production of educational inequality

The racial state and the violent (re)production of educational inequality

The Resolution Passed, Now What? A Superintendent’s Commitment to Racial and Social Justice and the Complexities of a Police-Free Schools’ Resolution

Causal Stories and Problem Definitions: How Policymakers and Superintendents Frame School Turnaround

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