Creating High-Performing Middle Schools in Segregated Settings: 50 Years after Brown

Autor/inn/en	Davis, Donna M.; Thompson, Sue C.
Titel	Creating High-Performing Middle Schools in Segregated Settings: 50 Years after Brown
Quelle	In: Middle School Journal, 36 (2004) 2, S.4-12 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-0771
Schlagwörter	Educational Indicators; Middle Schools; Desegregation Litigation; School Segregation; Compliance (Legal); School Demography; Intellectual Development; Personality Development; Trend Analysis; Academic Achievement; Critical Theory; Racial Identification + Suchen Sie Ihr Suchwort? Educational indicato; Bildungsindikator; Middle school; Mittelschule; Mittelstufenschule; Schulbesuchsrate; Mental development; Geistige Entwicklung; Personalilty development; Persönlichkeitsbildung; Persönlichkeitsentwicklung; Trendanalyse; Schulleistung; Kritische Theorie
Abstract	Fifty years after the "Brown" decision, it is timely to examine whether society has supported middle level educators in creating schools where young adolescents living in poor communities do indeed attend schools that are socially just, diverse, democratic, and culturally relevant. In this article, the authors explore the significance of race and identity in the development of young adolescents and understand the impact of attending middle level schools with little or no diversity on the development of students. The authors look specifically at the demographic shifts in student population post-"Brown" and determine how these shifts have affected the creation of high-performing middle schools. Furthermore, they explore the issues surrounding identity development in young adolescents who attend "de facto" segregated middle schools. They explore ways that middle level educators in one segregated middle school are helping students develop positive self-identities and resiliency in order to be able to reach their dreams. Ultimately, their goal is to think about how to create middle schools that truly are academically excellent, developmentally responsive, and "socially equitable". (ERIC).
Anmerkungen	National Middle School Association. 4151 Executive Parkway Suite 300, Westerville, OH 43081. Tel: 800-528-6672; Tel: 800-528-6672; Fax: 614-895-4750; e-mail: info@nmsa.org; Web site: http://www.nmsa.org/Publications/MiddleSchoolJournal/tabid/435/Default.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10