Advancing Equity and Achievement in America's Diverse Schools : Inclusive Theories, Policies, and Practices book cover
1st Edition

Advancing Equity and Achievement in America's Diverse Schools
Inclusive Theories, Policies, and Practices

ISBN 9781138891555
Published June 28, 2018 by Routledge
228 Pages

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Book Description

Advancing Equity and Achievement in America’s Diverse Schools illustrates how educators, students, families and community partners can work in strategic ways to build on social, cultural, and ethnic diversity to advance educational equity and achievement. By drawing on the latest data on demographic change, constructions of culture and cultural difference, and the politics of school reform in urban, rural, and suburban school communities, this volume looks toward solutions and strategies for meaningful educational improvement.

Contributors consider both the diversity of youth and families served in public schools, and the culture of U.S. schooling, highlighting the influence of policy and reform agendas; students’ identities and agency; experiences and approaches of diverse educators; and the workings of effective school partnerships. Chapters also focus on those often overlooked in educational scholarship such as Native Americans, students experiencing poverty and/or homelessness, Muslim students, students with special needs, and students and educators who are lesbian, gay, bisexual, transgender, intersex, or queer. In all, this edited collection stresses the need for high quality education that is inclusive, culturally responsive and unifying so all students can experience academic success. This book is a meaningful resource for educators, policymakers, and community-based leaders interested in doing such transformative work.

Table of Contents

Section I: Understanding Educational Equity and Achievement in America

  1. A Nation (of Students) at Risk: The Political Rhetoric of Equity and Achievement in U.S. Education Reform
  2. Sonya Douglass Horsford, University of Nevada, Las Vegas

  3. NCLB’s Intensifying Makeover: Race to the Top’s Troubling Changes to Rules, Incentives, and Practice
  4. Kevin G. Welner and Carol C. Burris, University of Colorado, Boulder/National Education Policy Center

  5. Examining Teacher Quality, Educational Policy, and English Learners in Latina/o Growth States
  6. Julian Vasquez Heilig, The University of Texas at Austin

    Francesca Lopez, Marquette University

    Daniela Torre, Vanderbilt University

  7. Cultural Work and Demographically Changing Schools: New Opportunities for Transformative Leadership
  8. Camille M. Wilson, Wayne State University

    Section II: Affirming Multiple Dimensions of Diversity in Schools

  9. Religious Diversity, Multiculturalism, and Representation: The Challenge of Facing Islam in the Classroom
  10. Liz Jackson, University of Hong Kong

  11. Marginalized Sexualities in Public Schools: The Need for Activist Educators
  12. James W. Koschoreck and James G. Allen, Northern Kentucky University

  13. Disrupting Deficit Views: Latina/o and Native American Youth Constructing Cultural, Linguistic, and Learner Identities
  14. Lucila D. Ek, Patricia D. Quijada Cerecer, and Elsa Cantú Ruiz, The University of Texas at San Antonio

  15. Teacher Identities in Transition: Perspectives from ESL International Teachers
  16. Christine W. Nganga, South Dakota State University

    Section III: Fostering Collaboration and Partnerships

  17. Attending to Urban Teacher Development through a School-University Partnership: The Case of South Kilbourne Elementary School
  18. Tambra O. Jackson, University of South Carolina

    Sarah G. Smith, Principal, South Kilbourne Elementary School

  19. Reducing Achievement Gaps and Increasing the School Success of Culturally and Linguistically Diverse Students with Special Needs Using the Comprehensive Support Model
  20. Festus E. Obiakor and Christopher D. Yawn, The City University of New York

  21. Policy Intersections in "Real Lives": Families Experiencing Homelessness and
  22. School-Related Matters

    Alexandra E. Pavlakis and Peter M. Miller, The University of Wisconsin Madison

  23. New Horizons for Urban Teacher Preparation and Parent Engagement in the Post-Civil Rights South

Tondra Loder-Jackson and Deborah L. Voltz, The University of Alabama at Birmingham Michael Froning, Birmingham Education Foundation

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Camille M. Wilson is Associate Professor of Educational Leadership and Policy Studies at Wayne State University, USA.

Sonya Douglass Horsford is Senior Resident Scholar of Education at the Lincy Institute at the University of Nevada, Las Vegas, USA.