Schools betrayed : roots of failure in inner-city education / Kathryn M. Neckerman.

By:

Neckerman, Kathryn M

Material type: Text

text

Media type:

computer

Carrier type:

online resource

ISBN:

9780226569628
0226569624
1281966045
9781281966049

Subject(s): Genre/Form:

Additional physical formats: Print version:: Schools betrayed.DDC classification:

370.9773/11 22

LOC classification:

LC5133.C4 N43 2007eb

Other classification:

DU 2502
DV 2850
5,3

Online resources:

Click here to access online

Contents:

Urban decline -- Labor markets -- Communities and cultures -- Racial segregation and inequality -- Vocational education -- Remedial education -- Classroom dynamics -- Conclusion -- Appendix A. Quantitative evidence -- Appendix B. Some historical evidence about language styles and schooling.

Summary: The problems commonly associated with inner-city schools were not nearly as pervasive a century ago, when black children in most northern cities attended school alongside white children. In Schools Betrayed, her innovative history of race and urban education, Kathryn M. Neckerman tells the story of how and why these schools came to serve black children so much worse than their white counterparts. Focusing on Chicago public schools between 1900 and 1960, Neckerman compares the circumstances of blacks and white immigrants, groups that had similarly little wealth and status yet came to gain vastl.

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Item type	Home library	Collection	Call number	Materials specified	Status	Date due	Barcode
Electronic-Books	OPJGU Sonepat- Campus	E-Books EBSCO			Available

Includes bibliographical references (pages 243-252) and index.

Print version record.

The problems commonly associated with inner-city schools were not nearly as pervasive a century ago, when black children in most northern cities attended school alongside white children. In Schools Betrayed, her innovative history of race and urban education, Kathryn M. Neckerman tells the story of how and why these schools came to serve black children so much worse than their white counterparts. Focusing on Chicago public schools between 1900 and 1960, Neckerman compares the circumstances of blacks and white immigrants, groups that had similarly little wealth and status yet came to gain vastl.

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