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Panoply: Haitian And Haitian-American Youth Crafting Identities In U.S. Schools, Fabienne Doucet
Panoply: Haitian And Haitian-American Youth Crafting Identities In U.S. Schools, Fabienne Doucet
Trotter Review
In the United States, where race is a powerful factor for social stratification (Appiah & Gutmann, 1998; Glick-Schiller & Fouron, 1990a; Omni & Winant, 1986), foreign-born Blacks find themselves battling the demoralizing impacts of discrimination, racism, and xenophobia on a daily basis. In the school context, racist assumptions have been shown to predispose teachers to have lower expectations of immigrant students and other students of color, to view them more often as behavioral problems, and to assume that their parents do not value education (Doucet, 2008, 2011b; Suárez-Orozco, Suárez-Orozco, & Todorova, 2008). At the same time, the powerful influence of …
An Effective Compromise: Class-Based Affirmative Action In Boston Schools, Gabriel O'Malley
An Effective Compromise: Class-Based Affirmative Action In Boston Schools, Gabriel O'Malley
New England Journal of Public Policy
The author seeks to shift the traditional focus of the affirmative action debate from race to class. With the Boston Latin School as an example, he argues that, under certain circumstances, a shift in an admission policy based on preferences from race to class will maintain academic standards while increasing minority representation; it will also expand opportunity for economically underprivileged youths who have succeeded academically despite the obstacles they face. A focus on class rather than race offers both sides of the affirmative action debate a philosophy that can be reconciled with their views on race-based affirmative action. In certain …