Insightful and enlightening, Latina/o/x Education in Chicago brings to light the ongoing struggle for educational equity in the Chicago Public Schools.
Detroit's public school system, lauded as a model for the nation in the 1920s and 1930s, has become one of the city's most conspicuous failures. Jeffrey Mirel draws on Detroit's experience to offer a new interpretation of urban educational decline in the twentieth century, suggesting specific answers to what ails America's public schools and how public education can be improved.
Jeffrey Mirel has won two prestigious book awards for The Rise and Fall of an Urban School System. Stanford University and the American Educational Research Association awarded the book the 1994-95 "Outstanding Book Award" stating, "Mirel's documentation and interpretations serve as valuable and refreshing commentary on the current status of urban education, and by extension, all American education and society. . . . The book is admirably written with touches of drama, pathos, and hope." The American Educational Studies Association awarded Mirel the 1994 "Critics' Choice Award" for his outstanding contribution to Educational Studies.
This new paperback edition includes a comprehensive epilogue focusing on recent events in Detroit educational reform. Detailing the formation and rapid collapse of a campaign in the late 1980s and early 1990s to radically restructure the Detroit public schools, Mirel's new analysis of this experiment illuminates both the persistence of historical trends in the school district and the possibilities for change.
Jeffrey Mirel is David L Angus Collegiate Professor of Education, University of Michigan.
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 vastly different benefits from their education. Their divergent educational outcomes, she contends, stemmed from Chicago officials’ decision to deal with rising African American migration by segregating schools and denying black students equal resources. And it deepened, she shows, because of techniques for managing academic failure that only reinforced inequality. Ultimately, these tactics eroded the legitimacy of the schools in Chicago’s black community, leaving educators unable to help their most disadvantaged students.
Schools Betrayed will be required reading for anyone who cares about urban education.
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