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Education of Hispanic youth: a cultural lag
Adolescence,
Ê
Spring, 1996 
Ê
byAdele M. DeBlassie,
Ê
Richard R. DeBlassie
IDEAS & TRENDS; Rethinking DeliberatelySegregated Schools
By SUSAN CHIRAPublished: July 11, 1993
Ethnic Identity and Power: Cultural Contexts of PoliticalAction in School ...
Ê
By Yali Zou, Enrique T. Trueba, Henry T. TruebaBy Yali Zou, Enrique T. Trueba, Henry T. TruebaContributor Yali Zou, Enrique T. Trueba, Henry T. TruebaPublished 1998SUNY PressPolitics and education452 pagesISBN:0791437531The relationship between ethnic identity and power has important consequences in a modernworld that is changing rapidly through global immigration trends. Studies of ethnic/ racialconflict of ethnic identity and power become necessarily studies of political power, socialstatus, school achievement, and allocation of resources. The recognition of power by an ethnicgroup, however, creates a competition for control and a rivalry for power over public arenas,such as schools.In this context this book provides interesting and important insights into thedilemmas faced by immigrants and members of ethnic groups, by school personnel, and bypolicy makers. The first part of the book consists of comparative studies of ethnic identity. Thesecond part focuses directly on some of the lessons learned from social science research onethnic identification and the critical study of equity, with its implications for pedagogy. Aninterdisciplinary group of scholars offers profoundly honest and stimulating accounts of their
 
 
struggles to decipher self-identification processes in various political contexts, as well as theirpersonal reflections on the study of ethnicity.A powerful message emerges that invitesreflection about self-identification processes, and that allows a deeper understanding of theempowering consequences of a clear and strong personal, cultural, ethnic, and social identity.These pages offer a keen grasp of the undeniable political contexts of education.
Forced Justice
 
by David J. Armor in Books
 
By David J. Armor
-
Oxford University Press (1995) - Hardback - 271 pages - ISBN
Ê
In Forced Justice, David J. Armor explores the benefits and drawbacks of voluntary andinvoluntary desegregation plans, especially those in communities with "magnet" schools. Hefinds that voluntary plans, which let parents decide which school program is best for theirchildren, are just as effective in attaining long-term desegregation as mandatory busing, andthat these plans generate far greater community support. Armor concludes by proposing a newpolicy of "equity" choice, which draws upon the best features of both the desegregation andchoice movements. This policy promises both improved desegregation and greater educationalchoices for all, especially for the disadvantaged minority children in urban systems who nowhave the fewest educational choices. The debate over desegregation policy and its manyconsequences needs to move beyond academic journals and courtrooms to a larger audience.In addition to educators and policymakers, Forced Justice will be an important book for socialscientists, attorneys and specialists in civil rights issues, and all persons concerned about thestate of public education
Ç
less 
Segregation in Residential Areas
 
by Amos Henry Hawley, Vincent P. Rock,Social Science Panel in Books
Segregation in Residential Areas: Papers on Racial and SocioeconomicFactors in Choice of Housing
by Hawley, Amos H. and Vincent P. Rock., eds. Div. of Behavioral Sciences, NationalResearch Council
 
 
 
your selectio
Rethinking School Choice [Paperback] ByHenig, Jeffrey R.
byJeffrey R. HenigThis book disputes the appropriateness of the market metaphor as a guide to education policy.Engaging the debate on the levels both of empirical analysis and democratic theory, Jeffrey R.Henig traces the evolution of school choice as an idea and in practice. Its legacy, he observes,is a mixed one. Sometimes it has been a vehicle for racial and economic segregation, withdivisive and corrosive effects. Where school choice has worked, the record shows, it hasdepended less on the magic of the market than on an elusive combination of strong politicalleadership, resolute governmental commitment, supportive coalitions of private interests, and awillingness on all sides to challenge parochial gain in the name of the larger social good.
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School Choice
Would it strengthen or weaken public education in America? 
May 10, 1991 ¥ Volume 1ByRichard L. Worsnop
Introduction
Among educational reformers,
Ò
choice
Ó
s the buzzword of the hour. Supporterssay the entire educational system would benefit if parents could choose theirchildren's schools. In this view, competition for students would force schools toimprove. Better schools, in turn, would prod students to do better. And parents,having set the whole process in motion, would take a greater interest in theschools and in their children's academic progress. President Bush supports theconcept, but many teachers and school administrators are deeply skeptical. Theyfear that choice plans will siphon money and interest from public schools, will

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