Teacher and Guidance Counselor Perceptions of Classroom Diversity: Are Institutional Barriers Discouraging Classroom Diversity in Advanced Courses?

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dc.contributor.advisorDance, Lory Jen_US
dc.contributor.advisorMilkie, Melissa Aen_US
dc.contributor.authorEworo-Enfumo, Karolynen_US
dc.contributor.departmentSociologyen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2005-02-02T06:51:24Z
dc.date.available2005-02-02T06:51:24Z
dc.date.issued2004-12-06en_US
dc.description.abstractSince the Brown v. Board of Education of Topeka, Kansas decision in 1954, and the implementation of city-wide and nation-wide initiatives toward re-integration of schools that followed in subsequent decades, school populations across the country have diversified considerably. However, segregation continues to exist within schools. For example, minority students in accelerated (Advanced Placement or Honors) classes continue to be underrepresented. Theorists and educators alike often employ cultural models of minority underachievement in education to explain the near absence of students of color in many of our nation's accelerated public high school classes. Yet institutional barriers may be critical components of the exclusion of minority students from these classes. This study examined the case of a large public High School in Virginia where white students make up 25% of the total school population, but 58% of advanced courses, black students make up 43% of the total school population, but only 24% of advanced courses, and Hispanic students make up 25% of the school student body, but only 9% of advanced courses. The study found institutional barriers in the form of inconsistently implemented policy, and subjective decision making by school faculty in policy enforcement, as possible explanations for the persistence of the lack of diversity in advanced courses.en_US
dc.format.extent694847 bytes
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/1903/2134
dc.language.isoen_US
dc.subject.pqcontrolledSociology, Ethnic and Racial Studiesen_US
dc.subject.pqcontrolledEducation, Sociology ofen_US
dc.subject.pquncontrolledinstitutional barriersen_US
dc.subject.pquncontrolledadvanced coursesen_US
dc.subject.pquncontrolledclassroom diversityen_US
dc.subject.pquncontrolledperceptionsen_US
dc.titleTeacher and Guidance Counselor Perceptions of Classroom Diversity: Are Institutional Barriers Discouraging Classroom Diversity in Advanced Courses?en_US
dc.typeThesisen_US

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