This volume highlights issues of power, inequality, and resistance for Asian, African American, and Latino/a students in distinct U.S. and international contexts. Through a collection of case studies it links universal issues relating to inequality in education, such as Asian, Latino, and African American males in the inner-city neighborhoods, Latina teachers and single mothers in California, undocumented youth from Mexico and El Salvador, immigrant Morrocan youth in Spain, and immigrant Afro-Caribbean and Indian teenagers in New York and in London. The volume explores the processes that keep students thriving academically and socially, and outlines the patterns that exist among individuals—students, teachers, parents—to resist the hegemony of the dominant class and school failure. With emphasis on racial formation theory, this volume fundamentally argues that education, despite inequality, remains the best hope of achieving the American dream.

Inequalities in educational opportunity have been a persistent feature of all school systems for generations, with conventional explanations of differences in educational attainment tending to be reduced to either quantitative or non-quantitative 'list' theories. In this groundbreaking book, Roy Nash argues that a realist framework for the sociological explanation of educational group differences can, and must be, constructed. A move to such an explanatory framework will allow us to take into account the social influences of early childhood development, the later emergence of social identities, and the nature of the social class impact of educational and career decision-making. By building on the critical analyses of the theories of Bourdieu, Boudon and Bernstein, this book makes a vital contribution to the current policy and theoretical debate about the causes of educational inequality.

The sociology of education is a rich interdisciplinary field that studies schools as their own social world as well as their place within the larger society. The field draws contributions from education, sociology, human development, family studies, economics, politics and public policy. Sociology of Education: An A-to-Z Guide introduces students to the social constructions of our educational systems and their many players, including students and their peers, teachers, parents, the broader community, politicians and policy makers. The roles of schools, the social processes governing schooling, and impacts on society are all critically explored. Despite an abundance of textbooks and specialized monographs, there are few up-to-date reference works in this area. Features & Benefits: 335 signed entries fill 2 volumes in print and electronic formats, providing the most comprehensive reference resource available on this topic. Cross-References and Suggestions for Further Reading guide readers to additional resources. A thematic "Reader′s Guide" groups related articles by broad topic areas as one handy search feature on the e-Reference platform, which also includes a comprehensive index of search terms, facilitating ease of use by both on-campus students and distance learners. A Chronology provides students with historical perspective on the sociology of education.

The transition to adulthood for many is mediated by class, culture, and local/global influences on identity. This volume analyzes the global injustices that create inequities and restrict future opportunities for young people during this transitional time, including poverty, unemployment, human rights, race, ethnicity and location. It critically examines global instances of youth discrimination, offering positive strategies and practices such as youth work that successfully remediate these injustices. With international contributions from Aotearoa New Zealand, Australia, England, Malaysia, Peru, Philippines, Portugal, Morocco, Jordan and the U.S., this volume is particularly important to researchers and scholars in the fields of youth studies, education, and social work.

This comprehensive, state-of-the-art reference work provides the first systematic review to date of how sociologists have studied the relationship between race/ethnicity and educational inequality over the last thirty years in eighteen different national contexts.

This book analyses the role played by schools themselves in the high rates of educational exclusion and dropping out that affects many European education systems. The author frames the analysis according to three aspects of justice – redistribution, recognition and care – to explore both how teachers explain and react to the processes of educational failure and early school leaving, and how young people make sense and cope with the same failures. Using extensive qualitative data from schools in the Barcelona area, the author analyses the impact of school segregation, methods for managing diversity and teaching expectations: and subsequently how they can contribute to the production and reproduction of the risks of failure and ESL in contemporary education systems. This book will be of interest and value to students and scholars of educational exclusion, as well as school leaders.

DIVUses quantitative methods and interviews to examine the social and cultural barriers that prevent college-educated black women from having the romantic relationships and families that they want./div

From an international comparative perspective, this third book in the prestigious eduLIFE Lifelong Learning series provides a thorough investigation into how social inequalities arise during individuals’ secondary schooling careers. Paying particular attention to the role of social origin and prior performance, it focuses on tracking and differentiation in secondary schooling examining the short- and long-term effects on inequality of opportunities. It looks at ways in which differentiation in secondary education might produce and reproduce social inequalities in educational opportunities and educational attainment. The international perspective allows illuminating comparison in light of the different models, rules and procedures that regulate admission selection and learning in different countries.

Teachers of Color and Indigenous Teachers are underrepresented in public schools across the United States of America, with Black, Indigenous, and People of Color making up roughly 37% of the adult population and 50% of children, but just 19% of the teaching force. Yet research over decades has indicated their positive impact on student learning and social and emotional development, particularly for Students of Color and Indigenous Students. A first of its kind, the Handbook of Research on Teachers of Color and Indigenous Teachers addresses key issues and obstacles to ethnoracial diversity across the life course of teachers’ careers, such as recruitment and retention, professional development, and the role of minority-serving institutions. Including chapters from leading researchers and policy makers, the Handbook is designed to be an important resource to help bridge the gap between scholars, practitioners, and policy makers. In doing so, this research will serve as a launching pad for discussion and change at this critical moment in our country’s history. The volume’s goal is to drive conversations around the issue of ethnoracial teacher diversity and to provide concrete practices for policy makers and practitioners to enable them to make evidence-based decisions for supporting an ethnoracially diverse educator workforce, now and in the future.

The world we live in is hugely unequal. People in a better socioeconomic position do not only lead more comfortable lives, but also longer and healthier lives. Drawing on research from a wide span of disciplines, this book explores the evolution of health inequalities over time in different countries, and the causes behind them.