The peculiar institution: Racism, public schooling, and the entrenchment of whiteness. A critical race ethnography
This study is the result of a year-long, multi-site, ethnographic and narrative study of race and racism in a large, urban, West Coast school district. In particular, this study focuses on how racialized policies contributed to the reproduction of the achievement gap. Critical Race Theory frames this dissertation. In particular, this study draws upon and elaborates key Critical Race Theory concepts, such as the Whiteness as property, the empathic fallacy, interest convergence, restrictive equality, and legitimation.
Through this study, I discovered that the racialized and gendered hegemonies that severely, but differently, mitigate the potential for Administrators and Teachers of Color and their White allies to transform education in ways that close the proverbial achievement gap for Students of Color and create greater cultural and social equity in schooling and society were reinforced by the creation and practice of district-level policies, particularly those aimed at closing the gap. Within these analyses of policies that marginalize Students of Color academically and act to prevent student and community resistance, I situate an ethnographic and narrative investigation of the ways in which administrators, predominantly White teachers, and Students of Color at one urban high school experience and determine schooling within these larger district structures and systems.
Minority & ethnic groups;
0533: Secondary education
0631: Minority & ethnic groups