Practicing what we Preach: Racial and Ethnic School Composition, Educational Practice, and Student Achievement in California

Abstract

The author examines critical precollege learning contexts with a focus specific to California and the nation. Trends within these school communities often illustrate achievement below state averages for students from low-income status or from cultural backgrounds historically underrepresented in higher education, while demonstrating increasing segregated learning communities for the same groups with related achievement gaps for the students and their schools. The author uses organizational and sociological approaches to examine the lessons about student diversity in context where they matter most: related to student academic opportunities and outcomes for college and beyond. She concludes with suggestions that underscore the opportunities for transformation within public education using evidence-based practices to benefit students primarily from these educational settings in and beyond California.

Citation

Bonous-Hammarth, M. (2012), "Practicing what we Preach: Racial and Ethnic School Composition, Educational Practice, and Student Achievement in California", Allen, W.R., Teranishi, R.T. and Bonous-Hammarth, M. (Ed.) As the World Turns: Implications of Global Shifts in Higher Education for Theory, Research and Practice (Advances in Education in Diverse Communities, Vol. 7), Emerald Group Publishing Limited, Leeds, pp. 433-447. https://doi.org/10.1108/S1479-358X(2012)0000007022