Description

Book Synopsis
Takes a deep look at how schools must be prepared to respond to disparate outcomes among students of color. Tyrone Howard draws on theoretical constructs tied to race and racism, culture and opportunity gaps to address pressing issues stemming from the chronic inequalities that remain prevalent in many schools across America.

Table of Contents
  • Series Foreword James A. Banks
  • Foreword Geneva Gay
  • Acknowledgments
  • Introduction
    Socioeconomic Status and School Performance
    Outline of the Book
    Moving Away from the Black–White Dichotomy
  • 1. Educational outcome disparities: Contextualizing the Problem
    Documenting the ducational outcome disparities
    Documenting the Discrepancies
    Retention, Suspensions, and Expulsions
    School Drop-Out and Graduation Rates
    Access to Gifted and AP Courses
    SAT Scores
    Explaining the Gaps
    Future Considerations
  • 2. Changing Demographics
    A Changing Nation
    Demographic Shifts by Geographic Region and Age
    U.S. Schools and Changing Demographics
    Are Teachers Being Prepared to Teach in Diverse Settings?
    Multicultural Education for School Reform
    The Role of Social Class
  • 3. Culture
    Culture, Race, and Ethnicity
    The Complexity of Culture
    Sociocultural Theory
    Cultural Modeling
    Cultural Repertoires of Practice
    Normalizing Culture in Everyday Practice
  • 4. Culturally Responsive Pedagogy
    Seeking Clarity in Culture and Pedagogy
    Empirical and Conceptual Work on Culturally Responsive Pedagogy
    The Importance of Pedagogy
    Programs with Culturally Responsive Teaching
  • 5. The Role of Race in Learning
    Interrogating Race
    Race and Education in the United States
    Critical Race Theory: A Framework for Examining Race and Achievement
    Empirical Works Examining Race
    Granting Voice to Those Who Rarely Are Heard
    Internalized Racism: Educators of Color and Acts of Exclusion
    Racial Frames of Reference
  • 6.  Developing Cultural Competence and Racial Awareness in Classroom Teachers
    Cultural Competence
    Critical Self-Reflection on Race and Culture
    Race, Culture, and the Adaptive Unconsciousness
    Racial Awareness
    A Case Study of Critical Reflecting: Teaching Teachers to Reflect on Race
    Final Considerations
  • 7. Examples of School Success for Culturally Diverse Students
    Stories of School Success
    Visionary Leadership
    Effective Instructional Practices
    Intensive Academic Intervention
    Explicit Acknowledgment of Race
    Parental and Community Engagement
    Final Thoughts
  • References
  • Index
  • About the Author

Why Race and Culture Matter in Schools Closing

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    A Paperback by Tyrone C. Howard, James A. Banks

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      Publisher: John Wiley & Sons
      Publication Date: 1/3/2020 12:00:00 AM
      ISBN13: 9780807763094, 978-0807763094
      ISBN10: 0807763098

      Description

      Book Synopsis
      Takes a deep look at how schools must be prepared to respond to disparate outcomes among students of color. Tyrone Howard draws on theoretical constructs tied to race and racism, culture and opportunity gaps to address pressing issues stemming from the chronic inequalities that remain prevalent in many schools across America.

      Table of Contents
      • Series Foreword James A. Banks
      • Foreword Geneva Gay
      • Acknowledgments
      • Introduction
        Socioeconomic Status and School Performance
        Outline of the Book
        Moving Away from the Black–White Dichotomy
      • 1. Educational outcome disparities: Contextualizing the Problem
        Documenting the ducational outcome disparities
        Documenting the Discrepancies
        Retention, Suspensions, and Expulsions
        School Drop-Out and Graduation Rates
        Access to Gifted and AP Courses
        SAT Scores
        Explaining the Gaps
        Future Considerations
      • 2. Changing Demographics
        A Changing Nation
        Demographic Shifts by Geographic Region and Age
        U.S. Schools and Changing Demographics
        Are Teachers Being Prepared to Teach in Diverse Settings?
        Multicultural Education for School Reform
        The Role of Social Class
      • 3. Culture
        Culture, Race, and Ethnicity
        The Complexity of Culture
        Sociocultural Theory
        Cultural Modeling
        Cultural Repertoires of Practice
        Normalizing Culture in Everyday Practice
      • 4. Culturally Responsive Pedagogy
        Seeking Clarity in Culture and Pedagogy
        Empirical and Conceptual Work on Culturally Responsive Pedagogy
        The Importance of Pedagogy
        Programs with Culturally Responsive Teaching
      • 5. The Role of Race in Learning
        Interrogating Race
        Race and Education in the United States
        Critical Race Theory: A Framework for Examining Race and Achievement
        Empirical Works Examining Race
        Granting Voice to Those Who Rarely Are Heard
        Internalized Racism: Educators of Color and Acts of Exclusion
        Racial Frames of Reference
      • 6.  Developing Cultural Competence and Racial Awareness in Classroom Teachers
        Cultural Competence
        Critical Self-Reflection on Race and Culture
        Race, Culture, and the Adaptive Unconsciousness
        Racial Awareness
        A Case Study of Critical Reflecting: Teaching Teachers to Reflect on Race
        Final Considerations
      • 7. Examples of School Success for Culturally Diverse Students
        Stories of School Success
        Visionary Leadership
        Effective Instructional Practices
        Intensive Academic Intervention
        Explicit Acknowledgment of Race
        Parental and Community Engagement
        Final Thoughts
      • References
      • Index
      • About the Author

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