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Schools BetrayedRoots of Failure in Inner-City Education$
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Kathryn M. Neckerman

Print publication date: 2007

Print ISBN-13: 9780226569604

Published to Chicago Scholarship Online: February 2013

DOI: 10.7208/chicago/9780226569628.001.0001

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PRINTED FROM CHICAGO SCHOLARSHIP ONLINE (www.chicago.universitypressscholarship.com). (c) Copyright University of Chicago Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in CHSO for personal use.date: 20 September 2021

Communities and Cultures

Communities and Cultures

(p.60) Chapter Three Communities and Cultures
Schools Betrayed

Kathryn M. Neckerman

University of Chicago Press

Education bestowed income; it could also bestow status. Its social significance had particular import for both blacks and immigrants in Chicago because of their marginalized position within the city, although it resonated most for black and immigrant elites, who promoted education as a means of group uplift. Yet the response to their message depended on the contours of their respective communities. This chapter argues that the meaning of education turned on contrasts in elites' roles in these communities, in the internal organization of black and immigrant neighborhoods, and in the capacity of these communities to protect their members against white American surveillance and stigmatization. Education took on a different social significance for the black and immigrant working classes. The chapter engages cultural explanations for the rise of inner-city schooling and extends an influential account that links minority orientations to schooling to the group's relation to the dominant society. Over time, according to this account, immigrants were accepted into the mainstream of American society, while African Americans remained excluded.

Keywords:   education, elites, immigrants, working classes, inner-city schooling, African Americans, culture, black identity, stigmatization, Chicago

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