WorldCat Identities

Carter, Prudence L.

Overview
Works: 22 works in 64 publications in 1 language and 2,730 library holdings
Genres: Case studies 
Roles: Author, Editor, Thesis advisor, edc
Publication Timeline
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Most widely held works by Prudence L Carter
Keepin' it real : school success beyond black and white by Prudence L Carter( )

18 editions published in 2005 in English and held by 1,654 WorldCat member libraries worldwide

Why do so many African American and Latino students perform worse than their Asian and White peers in classes and on exams? And why are they dropping out of school at higher rates? Common wisdom holds that racial stratification leads African American and Latino students to rebel against "acting white," thus dooming themselves to lower levels of scholastic, economic, and social achievement. But is this true? Do minority students reject certain practices, such as excelling in school, and thus their own mobility, because they fear that peers will accuse them of forsaking their own racial and ethnic identities? "Keepin' It Real" sets the record straight. Drawing on survey fieldwork and interview data from low-income Latino and African-American youth in New York City, Prudence Carter here shows that African American and Latino youth are no different than other youths in valuing education as the key to economic mobility. Rather, resistance to "acting white" indicates a rejection only of the generic American, "white," middle-class styles of interaction, speech, dress, and musical tastes.; Carter further demonstrates that the most successful negotiators of our school systems are not necessarily those who assimilate into the dominant white mainstream, but rather those most adept at crossing the cultural divide. These students, which she terms multicultural navigators, do not "act white" or "act black". Rather, these culturally savvy teens harvest resources from multiple traditions-whether it be knowledge of hip hop or of classical music-to strategically negotiate different expectations and achieve their high ambitions. Capturing the diversity of African American and Latino youths' experiences, "Keepin' it Real" refutes facile, convenient assumptions about teenage behavior and racial difference. Carter concludes with positive steps that both teachers and students can take to help close the black-white education gap. By working together to promote cultural insight and intercultural communication, educators, parents, community leaders, and students can help ensure that school success truly has no color
Closing the opportunity gap : what America must do to give every child an even chance by Prudence L Carter( Book )

14 editions published between 2013 and 2016 in English and held by 720 WorldCat member libraries worldwide

'Closing the Opportunity Gap' brings together top experts who offer evidence-based essays that paint a powerful and shocking picture of denied opportunities. They also describe sensible, research-based policy approaches that will enhance opportunities. They highlight the discrepancies that exist in US society and in its public schools, focusing on how policy decisions and broader circumstances conspire to create the opportunity gap that leads inexorably to the outcome differences that have become so stark
Stubborn roots : race, culture, and inequality in U.S. and South African schools by Prudence L Carter( Book )

11 editions published in 2012 in English and held by 336 WorldCat member libraries worldwide

"There are simply not enough texts that look comparatively at the two foremost experiments with questions of race, culture, and and class in the English-speaking world, the United States and South Africa. Prudence Carter's work is simultaneously scholarly and compassionate. It helps us see, in these two benighted but globally important societies, how easily things break, but also how well, when structures are in place and when human agency takes flight, individuals and the groups to which they belong flourish and grow."--Crain Soudien, Deputy Vice-Chancellor, University of Cape Town
Balancing "Acts" : issues on identity and cultural resistance in the social and educational behaviors of minority youth by Prudence L Carter( )

3 editions published in 1999 in English and held by 3 WorldCat member libraries worldwide

Beyond political will : a city-school partnership and a landscape of redevelopment and gentrification by Hayin Kim( )

1 edition published in 2010 in English and held by 1 WorldCat member library worldwide

Urban gentrification is commonly described by scholars as a consequence of market-based community change. Typically in these cases, neighborhoods that may have previously been characterized by deteriorating civic infrastructures and poverty are dramatically changed as renewed interest from largely private investors results in significant shifts in the community -- economically, socially, and culturally. These transitioning communities become home to disparate sets of residents that occupy the same relative geography yet manage to stay socially separate. The tension between older and newer residents is well-documented in the gentrification literature. Older residents are described as lower-income and largely minority populations, while newer residents are often higher income, politically and socially liberal, young, white professionals. Beyond these descriptors of residential divides, sociological accounts of gentrification seldom mention how these shifts affect the community's public institutions and in particular, its schools. In principle, most gentrifiers are assumed to value and support public education. However, new residents, often without school-aged children, have little incentive to be involved in their local schools. As a result, the school community often becomes isolated from the wider community. Even if a lack of interdependence between schools and residential communities is unintentional, over time, schools risk being further marginalized as residents prioritize their own interests. The weakening school and community connections within gentrifying communities demonstrate an inconsistency between what is described by scholars as newer residents' commonly socially liberal values and beliefs about the importance of public education, and their demonstrated detachment from local schools. Furthermore, residents and decision makers often are reluctant to openly acknowledge surrounding race and class tensions that can contribute to the school and residential community divides. Underlying racial and ethnic stereotypes or class prejudices might not be openly expressed or scrutinized by community members, nor might they seem immediately relevant to the policy questions facing local leaders. This dissertation seeks to illuminate and understand the unexpressed ideas that influence how individuals think about local public schools, and further, how these ideas help account for public support for community and school policy initiatives. I build on studies that seek to understand the role of ideas and beliefs in the context of organizational and institutional change. In particular, John Campbell (2004) suggests that a process of idea-sharing and shaping takes place in the background of decision-making arenas, both consciously and unconsciously. In addition, the subsequent tangible policy outcomes that occur are the end result of implicit and explicit negotiations between competing sets of interests, values, beliefs and ideas. My study examines the progression of a city and school partnership in Emeryville, CA, a community struggling with the challenges and opportunities of gentrification. Unlike most other gentrifying communities, city and school district leaders in Emeryville believed that even though there were few connections between them, their respective constituencies could not afford to continue to occupy separate realms of community. If they did, the largely minority school population of students and their families would become further marginalized from the opportunities that came from the community's significant re-growth. In addition, given the positive correlation between property values and local school performance, property owners would also be at financial risk if the schools did not demonstrate higher academic outcomes. District and city leaders proposed a new joint-use school and community facility, the Center of Community Life (CCL), which could simultaneously address complicated issues of community change and educational reform. Given Emeryville's small size and its politically progressive residents, the future of the CCL seemed promising. The emerging development of a strong and diverse city, school, and business partnership provided preliminary evidence of Emeryville's civic support for public education and community building efforts. Beyond this political will however, there were fundamental differences in how residents and school stakeholders perceived the future of the district and the city, and how they might complement one another. The history of the city, its recent changes and accompanying socioeconomic shifts, and community members' perceptions, would come to play a significant role in determining the viability of the city and school partnership and the CCL project. My study involved observations of community and school district public meetings, and interviews with members of Emeryville's residential, business and school communities. I also examined public documents that I collected over a two-year period (2006-2008), including: formal policy documents, local newspaper articles, email listservs, and election campaign literature. My analysis focused on illuminating the beliefs, perceptions, and assumptions held by various local stakeholders about schools, community, and their connections to tangible policy outcomes. The study explains the fate of the CCL by focusing on how the maturation and strategic development of relevant beliefs and values ultimately shaped school and community policy. The competing and often implicit ideas about schools and community influenced the ability of decision-makers to implement policies that met the interests and needs of both the school and residential communities. Furthermore, the layered ideas and beliefs held by individuals about public education, community, and racial and class stereotypes, in turn affected the viability of the CCL. These findings illustrate the complex process of decision-making, and the ways in which background ideas can promote or impede a policy agenda. Accounting for ideas and beliefs that are not necessarily explicit is especially relevant to arenas where topics of race, class, and community often feature politically correct or morally-infused ideological rhetoric, rather than candid or explicit conversation about individual assumptions and priorities. For example, in the case of schools and neighborhood gentrification, school advocates' altruistic rationales of alleviating poverty or empowering disadvantaged youth may sidestep important assumptions about why or how such investments are relevant to the greater community. In addition, within communities holding competing agendas, the background ideas that are most aligned to the dominant community's priorities will most likely result in a particular policy outcome. In communities and districts characterized by changing social and economic contexts, my research suggests that policy advocates who are interested in confronting race and class inequities must make social justice ideals relevant to individual self-interests, particularly when decisions about the public good run counter to the dominant norms and mechanisms of a market economy. This study points to the need for deeper investigation into how background ideas and social, economic, and political contexts influence the place of schools within communities. Especially in the context of gentrifying communities where ideologically supportive residents may have little tangible investment in the public schools, and when influential ideas about race or class are seldom addressed explicitly, public school proponents need to find strategic ways to account for these ideas and bring them into the political foreground. In so doing, advocates may be better able to understand how to encourage policies that move beyond stated values and can tangibly affect schools and communities
Mixed signals : negotiating multiracial identity in high school contexts by Shayna Marie Sullivan( )

1 edition published in 2014 in English and held by 1 WorldCat member library worldwide

This study investigates the ways in which mixed-race adolescents racially identify in our current racial climate, the relationships between racial identity and important life outcomes for this sample, and how the experience of schooling can be an important source of information in the development of a racial identity. Using a mixed-methods design, two types of analysis were employed. Statistical analysis was used on survey data revealing border racial identities are an overwhelmingly popular racial identity choice, regardless of participants' high schools' racial demographics or racial climate. This analysis also supports research with monoracially-identified samples that posits racial private regard is positively associated with social-psychological well-being and positive academic outcomes. Interview analysis supports the popularity of border identities, but as one of many shifting ethnic and racial identities employed for various reasons and with varying levels of agency. Interviews also reveal the ways in which high schools are places where mixed-race youth both endure microaggressions and seek out opportunities for ethnic racial socialization and understanding. Recommendations for further research and implications for practice are discussed
Longing to lose de skepticism: Race relations and educational equity in the obama era by Prudence L Carter( )

1 edition published in 2009 in English and held by 1 WorldCat member library worldwide

Mattering to teachers : a social psychological approach to the teacher-student relationship by Sara Jordan-Bloch( )

1 edition published in 2013 in English and held by 1 WorldCat member library worldwide

While a large and steady body of literature has shown that teachers have an important and durable impact on their students' education, the ways in which they are important are still largely unknown. In this dissertation, I approach the question of how teachers influence students' outcomes in school from a unique perspective. Rather than focusing on teachers' characteristics, I use the concept of mattering to examine students' perceptions of their teachers' perceptions of them. A student's perception of whether she matters to her teacher is driven by her perception that she is noticed, important, and/or needed by her teacher. Mattering is a distinctly relational concept, one in which perceptions of the other drive perceptions of the self. I ask how perceptions of mattering to teachers are instilled and manifested, and I connect these perceptions to important student outcomes, including effort, affect, misconduct, and grades. The central research questions guiding this study are: 1) How do students experience mattering to their teachers? 2) How are students' perceptions that they matter to their teachers related to students' functioning in school? and 3) What is the relationship between mattering to teachers and teacher significance? These questions are addressed by evidence collected from ninth graders at two large California public high schools (N=1001). I adopt a mixed-method approach based on longitudinal survey data, observational data, and in-depth interview data. Students' perceptions of mattering to their teachers are formed in interactions in which students feel like they are noticed by their teachers and that their success in school is important to their teachers. These kinds of interactions can be very simple -- from saying "hi" in the hallway to a casual check-in during class. These interactions, while they may be simple and straightforward, have large effects on students. Statistical analyses reveal that students' perceptions of mattering to their teachers are strongly and positively related to their functioning in school. The more students perceive themselves to matter to their teachers, the more they put in effort, enjoy school, get good grades and stay out of trouble. While all students benefit from perceiving themselves to matter to their teachers, this relational resource is particularly effective for boys. Boys consistently report lower levels of perceived mattering to their teachers than girls, but the effects of mattering to teachers are often bigger for boys than girls. Results indicate that students' evaluations of their teachers' significance fundamentally inform students' perceptions that they matter to their teachers. In order for a student to perceive herself to matter to her teacher, she has to think her teacher is a reliable source of that perception. In examining the role of the teacher through the lens of the student's self-concept, this work contributes to our understanding of the mechanisms through which teachers affect students' experiences and performance in school. Students' perceptions that they matter to their teachers -- that they are interpersonally integrated -- is a tie that binds them to the institution of school in a meaningful and durable way. Embedded in these findings are implications for school structure, classroom pedagogy and teaching practices
What does it mean to be literate here? : the bounded nature of teaching and learning in an urban first grade classroom by Rebecca Akin( )

1 edition published in 2012 in English and held by 1 WorldCat member library worldwide

Beginning around the turn of the 21st century, a large number of American public school classrooms were required to implement decontextualized, skills-based literacy programs. These classrooms were primarily located in impoverished communities populated by children of color. Touted as largely "teacher-proof, " the curricula shaping Language Arts instruction was generally so rigid that they included a script for the teacher as well as examples of acceptable student responses. At the same time, the educational community was becoming increasingly aware of the fact that legitimate language need not conform to the academic model and that students who are non-native speakers of academic English have distinct intellectual needs. Using the guiding question, "What does it mean to be literate here?" this study attempted to determine the type of learning and language development that resulted from the privileging of standardized language instruction in an environment that acknowledged a diversity of language forms and structures. Using teacher-research and ethnographic methods, this teacher research study took place in a first grade classroom. Three central findings emerged. The first related to the conflation of compliance and learning. It became clear that actual instructional and curricular goals were directed at behavioral rather than academic outcomes. Building on this focus on compliance, a second finding pointed to the establishment of boundaries of acceptable academic participation. While pushing boundaries often signaled engaged participation, such boundary pushing was rarely cultivated. Finally, it became apparent that the challenging of boundaries was required for innovation and was evidence of one's ownership over work
Making Americans : schooling, diversity, and inclusion in the twenty-first century by Cristina L Lash( )

1 edition published in 2018 in English and held by 1 WorldCat member library worldwide

My research explores how schools teach what it means to be American in the context of immigration-driven diversity and rising intergroup conflict. Through a comparative ethnographic study of two middle schools in dramatically different political and demographic contexts, I show how students are socialized into two different Americas: one that represents pluralism, equity, and progressive politics, and another that represents colorblindness, conservatism, and a white status quo. Additionally, I highlight the limitations of multicultural education and liberal inclusion to lead to equality and incorporation for all students due to the contradictions in how these models are currently practiced in schools. I therefore offer a new paradigm for teaching nationhood called critical nationalism. Critical nationalism captures the dynamic and socially-constructed nature of the nation while supporting students in developing a language of critique and hope for national transformation
Stratification and sorting : variable student experiences and outcomes in New Orleans' post-Katrina public schools by Channa Mae Cook-Harvey( )

1 edition published in 2015 in English and held by 1 WorldCat member library worldwide

With a nearly 100% charter operated school system, New Orleans is a model for the market-based charter reform movement in the US. After Hurricane Katrina, the state legislature significantly expanded the definition of a failing school thereby transferring the majority of Orleans Parish schools to the control of the state-run Recovery School District. Since 2005, the RSD has withdrawn from operating direct-run schools and has turned over the daily management and oversight of public schools to independent charter operators. In the wake of such drastic changes in the school landscape, schools in New Orleans continue to be academically, racially, and socioeconomically stratified. This qualitative study documents the lived experiences of students, educators, and community members in the hierarchically tiered system of schools. I employ an analytic lens that examines the perceived effects of stratification through the analysis of school demographics, academic programming, discipline practices, and enrollment policies and practices within the context of school choice in an accountability system hinged on state-testing. Based on participant responses, the system is set up in such a way that a student's academic and demographic characteristics predict the range of school options available and the corresponding academic and social experiences he/she is likely to have in school. Findings indicate that students who enter schools with lower or fewer academic skills are likely to experience a more stringent disciplinary atmosphere and a more narrow curriculum; whereas, students who enter school more academically advanced are likely to experience more academic and social freedoms in school. As a result, students are segregated from one another in a form of city-wide ability tracking where schools are organized and managed in direct relation to the student population they serve thereby reproducing social stratification and inequity
An experimental test of the effect of norm-referenced and criterion-referenced feedback on just world beliefs, motivation, and performance : does social disadvantage matter? by Mathew Kenneth Cor( )

1 edition published in 2012 in English and held by 1 WorldCat member library worldwide

The just world beliefs, self-reported commitment to long-term academic goals, time spent studying, and change in performance after receiving norm-referenced, criterion-referenced, and control feedback were compared. Students from two high schools in Northern California serving lower middle and upper middle class populations respectively took a difficult math test and were provided with failure feedback based on either a norm-referenced, criterion-referenced, or non-referenced standard. Participants were offered an opportunity to study before they took a second difficult math test. For socially disadvantaged students (as indicated by mother's highest level of education), norm-referenced feedback resulted in significantly less time studying for the second test. In addition, a significant interaction between level of social disadvantage and type of feedback on change in performance is revealed. In particular, norm-referenced feedback is found to have a significant negative effect on the change in performance of disadvantaged students and a significant positive effect on the change in performance of advantaged students. While feedback type did not significantly affect student just world beliefs, a relationship between just world beliefs and time spent studying that is moderated by level of social disadvantage is revealed. The results add to the literature by generalizing findings from previous research to a different population and to different measures of just world beliefs and motivation suggesting a potential developmental component to the relationship between just world beliefs and motivation. The research also sheds new light on how norm-referenced feedback differentially affects student outcomes depending on level of social disadvantage
Teachers' roles in the institutional work of curriculum reforms : comparing cases from Botswana and South Africa by Nii Antiaye Addy( )

1 edition published in 2012 in English and held by 1 WorldCat member library worldwide

Education reforms in Botswana and South Africa exemplify change attempts in sub-Saharan Africa (SSA), where billions of dollars have been invested in institutional changes that seem to have failed. Although Botswana and South Africa have initiated a number of curriculum reforms, exemplified by processes that began almost simultaneously in the early 2000s, students from Botswana typically have had higher test scores than their South African counterparts. Divergences in the educational outcomes of the adjacent countries point to differences in their socio-political histories, and raise questions about differences in their respective curriculum reform processes and outcomes. Given the consensus that teachers are key to change in educational reforms worldwide (Kilpatrick, 2009), this study specifically focuses on the roles of teachers in the reform of the primary school mathematics curricula of the respective countries. Within the framework provided by institutional theory on institutional processes (Scott, 2001), curriculum reforms are conceptualized as multi-level change processes (Pettigrew, 1997), with teachers' roles emerging from specific histories and socio-political contexts that may differ from one country to another (Thornton & Ocasio, 2008). Findings from three perspectives are presented from analyses of documents, interviews of policymakers and teachers, teacher surveys, assessments, and classroom data from schools along the Botswana-South Africa border. First, at the societal level, teachers engaged in reforms as members of society involved in societal reform processes spanning decades, out of which emerged education policies within their specific socio-political contexts. Second, at the organizational field level, teachers were inhabitants of multiple organizations including schools, government agencies, teacher training institutes, and teacher unions and professional organizations over multiple years, during which they participated in teaching and non-teaching activities, such as curriculum development and providing curriculum support. Third, at the group level, teachers were members of groups -- curriculum formulation committees -- made up of functionally diverse committee members, who spent several months in the early 2000s developing curriculum materials that were then used in schools during the 2009 school year. In the South African context where there had been a rush to move away from apartheid-era education, faster-paced formulation processes were associated with relatively limited feedback from practicing primary school teachers for adapting and finalizing the curriculum produced. A more ambitious curriculum with a relatively bigger scope and less structure emerged in South Africa, as compared with Botswana. Botswana's curriculum was associated with smaller gaps between intended and actual curriculum coverage among sampled teachers from the Botswana side of the two countries' shared border, relative to the case of teachers using the South African curriculum across the border. Although the cases studied of reform processes do not allow for making grand causal claims, they show that teachers are neither completely "trapped by institutional arrangements" of policies, nor are they "hypermuscular institutional entrepreneurs" whose agency in shaping reforms knows no bounds (Lawrence et al., 2009, p. 1). The study emphasizes history in showing how Botswana and South Africa teachers' teaching and non-teaching roles in the 2000s either benefitted from or were constrained by policies, organizational structures, and curricula that they had partly contributed to disrupting or creating in prior periods
From global educational norms to national discourse : the convention on the rights of persons with disabilities and the policies of Kenya, Ghana and Botswana by Kerri Thomsen( )

1 edition published in 2012 in English and held by 1 WorldCat member library worldwide

'Read, fire, aim' : the persisting barriers to education curriculum policy implementation in South Africa, 1998-2009 by Raafi A Bell( )

1 edition published in 2010 in English and held by 1 WorldCat member library worldwide

Race, parenting, disability and special education : three papers by LaToya Jasmine Baldwin Clark( )

1 edition published in 2014 in English and held by 1 WorldCat member library worldwide

This dissertation features three papers examining race, parenting, and special education. The first paper, a version of which is published in The Modern American, is an essay that challenges the parental participation mandate in the Individuals with Disabilities Education Act ("IDEA"). The second paper is an analysis of the Procedural Safeguards Notice, a document that explains to parents their rights under IDEA. The third paper reports on similarities and differences between the socialization processes of black middle class parents and white middle class parents of children with disabilities. All three provide insights into the legal and sociological processes involved in parenting Black children and children with disabilities
Perceived comfort and capability : rural and suburban Latino students' educational experiences by Ada Ocampo( )

1 edition published in 2011 in English and held by 1 WorldCat member library worldwide

Engaging Diaspora in homeland development : a case study of the children of Armenia Fund by Diana Muradova( )

1 edition published in 2015 in English and held by 1 WorldCat member library worldwide

Learning the Hard Way: Masculinity, Place, and the Gender Gap in Education( )

1 edition published in 2015 in English and held by 1 WorldCat member library worldwide

Education’s Limitations and its Radical Possibilities( )

in English and held by 1 WorldCat member library worldwide

Public education aims to grow generations of literate, critical, creative, and civically engaged students who edify and build a living democracy. Somewhere, that purpose has faltered
 
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Keepin' it real : school success beyond black and white
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