Picture 1 of 1
![Schools Betrayed: Roots of Failure in Inner-City Education - Picture 1 of 1](https://i.ebayimg.com/images/g/YUcAAOSw3v5Yrjrj/s-l500.jpg)
Schools Betrayed: Roots of Failure in Inner-City Education
by Neckerman, Kathryn M. | HC | VeryGood
Condition:
“May have limited writing in cover pages. Pages are unmarked. ~ ThriftBooks: Read More, Spend ”... Read moreabout condition
2 available
Postage:
Located in: Aurora, Illinois, United States
Delivery:
Estimated between Mon, 24 Jun and Wed, 26 Jun to 43230
Returns:
Coverage:
Read item description or contact seller for details. See all detailsSee all details on coverage
(Not eligible for eBay purchase protection programmes)
Seller information
- 99% positive feedback
Registered as a Business Seller
Seller assumes all responsibility for this listing.
eBay item number:196351198407
Item specifics
- Condition
- Very Good
- Seller Notes
- Binding
- Hardcover
- Weight
- 1 lbs
- Product Group
- Book
- IsTextBook
- Yes
- ISBN
- 9780226569604
- Subject Area
- Education, Social Science
- Publication Name
- Schools Betrayed : Roots of Failure in Inner-City Education
- Item Length
- 9 in
- Publisher
- University of Chicago Press
- Subject
- Educational Policy & Reform / General, Ethnic Studies / African American Studies, Sociology / Urban
- Publication Year
- 2007
- Type
- Textbook
- Format
- Hardcover
- Language
- English
- Item Height
- 1 in
- Item Width
- 6 in
- Item Weight
- 19.1 Oz
- Number of Pages
- 240 Pages
About this product
Product Information
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 muchworse 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."
Product Identifiers
Publisher
University of Chicago Press
ISBN-10
0226569608
ISBN-13
9780226569604
eBay Product ID (ePID)
57037998
Product Key Features
Publication Name
Schools Betrayed : Roots of Failure in Inner-City Education
Format
Hardcover
Language
English
Subject
Educational Policy & Reform / General, Ethnic Studies / African American Studies, Sociology / Urban
Publication Year
2007
Type
Textbook
Subject Area
Education, Social Science
Number of Pages
240 Pages
Dimensions
Item Length
9 in
Item Height
1 in
Item Width
6 in
Item Weight
19.1 Oz
Additional Product Features
LCCN
2006-101815
Lc Classification Number
Lc5133.C4n43 2007
Reviews
"Neckerman''s analysis is a critically important reminder that education policies adopted beyond the confines of the schools can undermine the preconditions that contribute to constructive pedagogic relationships between teachers and students. . . . Her book powerfully documents the educational costs of societal and institutional racism in Chicago''s schools."Michael Olneck, American Journal of Sociology, "Neckerman''s analysis provides a welcome antidote to much of the historical literature on American education, which rarely examines actual policy choices. . . . Segregation did harm blacks, as this fine book shows."Jonathan Zimmerman, Journal of American History, Kathryn Neckerman brilliantly captures the elusive interaction of social, political, and economic contexts and on-the-ground education policy creation in Chicago during the twentieth century. She demonstrates that the devastating inequality that emerged for African Americans in the education system developed over many decades of small actions by ordinary people in both the public and private spheres--in politics, work places, housing markets and informal social settings, as well as schools. The restriction of opportunities for African Americans that resulted from day to day decisions in arenas both in and outside of schools speaks volumes about what must be done to create opportunities in urban schools for current minority students., This is an excellent book that could not be more timely or significant. Kathryn Neckerman sets out to explain why urban schools serve African American children so poorly. Her interpretation is bold. Schools Betrayed will force a reconsideration of the historiography of education, and will command immediate attention as one of the most important books ever written on the topic., Neckerman's analysis provides a welcome antidote to much of the historical literature on American education, which rarely examines actual policy choices. . . . Segregation did harm blacks, as this fine book shows., "Neckerman's powerful analysis challenged my thinking about the root causes of educational inequality. She overturns traditional explanations about economic decline, labor markets, and oppositional culture to show how school policies increasingly distanced blacks and white immigrants from 1930 to 1960. Neckerman is one of the few scholars who directly links higher-level policy decisions to everyday teacher-student classroom dynamics. It's an important story about much more than one city's school system."Jack Dougherty, Trinity College, Hartford, "Kathryn Neckerman's Schools Betrayed is one of those rare books that will become a standard reference not only for social scientists, historians, and school officials, but for educated lay readers as well. Through careful historical documentation of race and urban education in Chicago, Neckerman brilliantly uncovers the roots of antagonism, alienation, and disorder in inner-city classrooms. No previous study has provided a more definitive analysis of why so many black youngsters and their parents have lost faith in the public schools."William Julius Wilson, Lewis P. and Linda L. Geyser University Professor, Harvard University, " Kathryn Neckerman ' s Schools Betrayed is one of those rare books that will become a standard reference not only for social scientists, historians, and school officials, but for educated lay readers as well.& Through careful historical documentation of race and urban education in Chicago, Neckerman brilliantly uncovers the roots of antagonism, alienation, and disorder in inner-city classrooms.& No previous study has provided a more definitive analysis of why so many black youngsters and their parents have lost faith in the public schools. " -- William Julius Wilson, Lewis P. and Linda L. Geyser University Professor, Harvard University, Kathryn Neckerman brilliantly captures the elusive interaction of social, political, and economic contexts and on-the-ground education policy creation in Chicago during the twentieth century. She demonstrates that the devastating inequality that emerged for African Americans in the education system developed over many decades of small actions by ordinary people in both the public and private spheres-in politics, work places, housing markets and informal social settings, as well as schools. The restriction of opportunities for African Americans that resulted from day to day decisions in arenas both in and outside of schools speaks volumes about what must be done to create opportunities in urban schools for current minority students., This case study of Chicago's public schools is a cogent and powerful analysis that examines the roots of failure in the city's public shools. . . . This work forces us to look beyond simplistic notions of school failure that blame families, students, and teachers. Instead, it asks us to consider the institution of public schooling itself and its myriad policies and practices that may . . . disadvantage the students they are meant to serve., "Neckerman's powerful analysis challenged my thinking about the root causes of educational inequality. She overturns traditional explanations about economic decline, labor markets, and oppositional culture to show how school policies increasingly distanced blacks and white immigrants from 1930 to 1960. Neckerman is one of the few scholars who directly links higher-level policy decisions to everyday teacher-student classroom dynamics. It's an important story about much more than one city's school system."--Jack Dougherty, Trinity College, Hartford, Neckerman's analysis is a critically important reminder that education policies adopted beyond the confines of the schools can undermine the preconditions that contribute to constructive pedagogic relationships between teachers and students. . . . Her book powerfully documents the educational costs of societal and institutional racism in Chicago's schools., "This is an important and excellent book that could not be more timely or significant. Kathryn Neckerman sets out to explain why urban schools serve African American children so poorly. Her interpretation is bold. As a result, Schools Betrayed and will force a reconsideration of the historiography of education, and will command immediate attention as one of the most important books ever written on the topic."--Michael B. Katz, author of In the Shadow of the Poorhouse , "This is an excellent book that could not be more timely or significant. Kathryn Neckerman sets out to explain why urban schools serve African American children so poorly. Her interpretation is bold. Schools Betrayed will force a reconsideration of the historiography of education, and will command immediate attention as one of the most important books ever written on the topic."Michael B. Katz, author of In the Shadow of the Poorhouse, "Kathryn Neckerman brilliantly captures the elusive interaction of social, political, and economic contexts and on-the-ground education policy creation in Chicago during the twentieth century. She demonstrates that the devastating inequality that emerged for African Americans in the education system developed over many decades of small actions by ordinary people in both the public and private spheresin politics, work places, housing markets and informal social settings, as well as schools. The restriction of opportunities for African Americans that resulted from day to day decisions in arenas both in and outside of schools speaks volumes about what must be done to create opportunities in urban schools for current minority students."Jean Anyon, author of Ghetto Schooling: A Political Economy of Urban Educational Reform, Neckerman's powerful analysis challenged my thinking about the root causes of educational inequality. She overturns traditional explanations about economic decline, labor markets, and oppositional culture to show how school policies increasingly distanced blacks and white immigrants from 1930 to 1960. Neckerman is one of the few scholars who directly links higher-level policy decisions to everyday teacher-student classroom dynamics. It's an important story about much more than one city's school system., "This is an excellent book that could not be more timely or significant. Kathryn Neckerman sets out to explain why urban schools serve African American children so poorly. Her interpretation is bold. Schools Betrayedwill force a reconsideration of the historiography of education, and will command immediate attention as one of the most important books ever written on the topic."-Michael B. Katz, author of In the Shadow of the Poorhouse , " Kathryn Neckerman brilliantly captures the elusive interaction of social, political, and economic& contexts and& on-the-ground education policy creation& in Chicago during the& twentieth century. She demonstrates that the devastating& inequality that emerged for African Americans in the education system developed over many decades of small actions by ordinary people in both the public and private spheres--in politics, work places, housing markets and informal social settings, as well as& schools. The& restriction of opportunities for African Americans that resulted from day to day decisions in& arenas both in and outside of schools speaks volumes about what must be done to create opportunities in urban schools for current minority students. " -- Jean Anyon, author of Ghetto Schooling: A Political Economy of Urban Educational Reform, Neckerman''s analysis is a critically important reminder that education policies adopted beyond the confines of the schools can undermine the preconditions that contribute to constructive pedagogic relationships between teachers and students. . . . Her book powerfully documents the educational costs of societal and institutional racism in Chicago''s schools., "This case study of Chicago''s public schools is a cogent and powerful analysis that examines the roots of failure in the city''s public shools. . . . This work forces us to look beyond simplistic notions of school failure that blame families, students, and teachers. Instead, it asks us to consider the institution of public schooling itself and its myriad policies and practices that may . . . disadvantage the students they are meant to serve."Kathy Ann Jorday, Journal of African American History, Kathryn Neckerman's Schools Betrayed is one of those rare books that will become a standard reference not only for social scientists, historians, and school officials, but for educated lay readers as well. Through careful historical documentation of race and urban education in Chicago, Neckerman brilliantly uncovers the roots of antagonism, alienation, and disorder in inner-city classrooms. No previous study has provided a more definitive analysis of why so many black youngsters and their parents have lost faith in the public schools., "This is an important and excellent book that could not be more timely or significant. Kathryn Neckerman sets out to explain why urban schools serve African American children so poorly. Her interpretation is bold. As a result, Schools Betrayed and will force a reconsideration of the historiography of education, and will command immediate attention as one of the most important books ever written on the topic."--Michael B. Katz, author of In the Shadow of the Poorhouse -- Michael B. Katz (09/25/2006), "Neckerman''s analysis provides a welcome antidote to much of the historical literature on American education, which rarely examines actual policy choices. . . . Segregation did harm blacks, as this fine book shows."-Jonathan Zimmerman, Journal of American History, Kathryn Neckerman's Schools Betrayed is one of those rare books that will become a standard reference not only for social scientists, historians, and school officials, but for educated lay readers as well. Through careful historical documentation of race and urban education in Chicago, Neckerman brilliantly uncovers the roots of antagonism, alienation, and disorder in inner-city classrooms. No previous study has provided a more definitive analysis of why so many black youngsters and their parents have lost faith in the public schools., "This case study of Chicago''s public schools is a cogent and powerful analysis that examines the roots of failure in the city''s public shools. . . . This work forces us to look beyond simplistic notions of school failure that blame families, students, and teachers. Instead, it asks us to consider the institution of public schooling itself and its myriad policies and practices that may . . . disadvantage the students they are meant to serve."-Kathy Ann Jorday, Journal of African American History
Table of Content
Preface Acknowledgments Introduction CHAPTER 1. Urban Decline CHAPTER 2. Labor Markets CHAPTER 3. Communities and Cultures CHAPTER 4. Racial Segregation and Inequality CHAPTER 5. Vocational Education CHAPTER 6. Remedial Education CHAPTER 7. Classroom Dynamics Conclusion Appendix A: Quantitative Evidence Appendix B: Historical Evidence concerning Language Styles and Schooling Notes Selected Bibliography Index
Copyright Date
2007
Target Audience
Scholarly & Professional
Dewey Decimal
370.9773/11
Dewey Edition
22
Illustrated
Yes
Item description from the seller
Seller assumes all responsibility for this listing.
eBay item number:196351198407
Postage and handling
Item location:
Aurora, Illinois, United States
Post to:
Afghanistan, Albania, Algeria, Andorra, Angola, Anguilla, Antigua and Barbuda, Argentina, Armenia, Aruba, Australia, Austria, Azerbaijan Republic, Bahamas, Bahrain, Bangladesh, Belgium, Belize, Benin, Bermuda, Bhutan, Bolivia, Bosnia and Herzegovina, Botswana, Brazil, Brunei Darussalam, Bulgaria, Burkina Faso, Burundi, Cambodia, Cameroon, Canada, Cape Verde Islands, Cayman Islands, Central African Republic, Chad, Chile, China, Colombia, Costa Rica, Cyprus, Czech Republic, Côte d'Ivoire (Ivory Coast), Democratic Republic of the Congo, Denmark, Djibouti, Dominican Republic, Ecuador, Egypt, El Salvador, Equatorial Guinea, Eritrea, Estonia, Ethiopia, Fiji, Finland, France, Gabon Republic, Gambia, Georgia, Germany, Ghana, Gibraltar, Greece, Greenland, Grenada, Guatemala, Guinea, Guinea-Bissau, Guyana, Haiti, Honduras, Hong Kong, Hungary, Iceland, India, Indonesia, Ireland, Israel, Italy, Jamaica, Japan, Jordan, Kazakhstan, Kenya, Kiribati, Kuwait, Kyrgyzstan, Laos, Latvia, Lebanon, Lesotho, Liberia, Liechtenstein, Lithuania, Luxembourg, Macau, Macedonia, Madagascar, Malawi, Malaysia, Maldives, Mali, Malta, Mauritania, Mauritius, Mexico, Moldova, Monaco, Mongolia, Montenegro, Montserrat, Morocco, Mozambique, Namibia, Nauru, Nepal, Netherlands, New Zealand, Nicaragua, Niger, Nigeria, Norway, Oman, Pakistan, Panama, Papua New Guinea, Paraguay, Peru, Philippines, Poland, Portugal, Puerto Rico, Qatar, Republic of Croatia, Republic of the Congo, Romania, Rwanda, Saint Helena, Saint Kitts-Nevis, Saint Lucia, Saint Vincent and the Grenadines, San Marino, Saudi Arabia, Senegal, Serbia, Seychelles, Sierra Leone, Singapore, Slovakia, Slovenia, Solomon Islands, South Africa, South Korea, Spain, Sri Lanka, Suriname, Swaziland, Sweden, Switzerland, Taiwan, Tajikistan, Tanzania, Thailand, Togo, Tonga, Trinidad and Tobago, Tunisia, Turkey, Turkmenistan, Turks and Caicos Islands, Uganda, United Arab Emirates, United Kingdom, Uruguay, Uzbekistan, Vanuatu, Vatican City State, Vietnam, Virgin Islands (U.S.), Wallis and Futuna, Western Samoa, Worldwide, Yemen, Zambia, Zimbabwe
Excludes:
Barbados, French Guiana, French Polynesia, Guadeloupe, Libya, Martinique, New Caledonia, Reunion, Russian Federation, Ukraine, Venezuela
Postage and handling | Each additional item | To | Service | Delivery*See Delivery notes |
---|---|---|---|---|
Free postage | Free | United States | Economy Shipping | Estimated between Mon, 24 Jun and Wed, 26 Jun to 43230 |
US $15.99 (approx S$ 21.64) | US $15.99 (approx S$ 21.64) | United States | Expedited Shipping | Estimated on or before Fri, 21 Jun to 43230 |
Taxes |
---|
Seller charges sales tax in |
Sales Tax for an item #196351198407
Sales Tax for an item #196351198407
Seller collects sales tax for items shipped to the following states:
State | Sales Tax Rate |
---|---|
Missouri (MO) | 8.238% |
Return policy
After receiving the item, contact seller within | Refund will be given as |
---|---|
30 days after the buyer receives it | Money Back |
The seller is responsible for return postage costs.
Seller feedback (5,221,437)
-***4 (8)- Feedback left by buyer.
Past month
Verified purchase
Thanks
o***t (71)- Feedback left by buyer.
Past month
Verified purchase
The item was delivered as advertised. I recommend the seller.