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Race, Social Class, and Educational Reform in an Inner-City School


by Jean Anyon — 1995

Drawing on an assessment of reform efforts in one school in an urban ghetto in a large district in the Northeast, this article describes processes and events that illustrate how social manifestations of racial and social class status can combine to vitiate efforts at school reform. I argue that three factors--sociocultural differences among participants in reform, an abusive school environment, and educator expectations of failed reform--occurring in a minority ghetto where the school population is racially and economically isolated constitute some of the powerful and devastating ways that concomitants of race and social class can intervene to determine what happens in inner-city schools, and in attempts to improve them.


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Cite This Article as: Teachers College Record Volume 97 Number 1, 1995, p. 69-94
http://www.tcrecord.org ID Number: 1395, Date Accessed: 12/12/2017 8:44:11 PM

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About the Author
  • Jean Anyon
    Rutgers University, Newark
    E-mail Author
    Jean Anyon is associate professor and chairperson of the Department of Education at Rutgers University, Newark, New Jersey. She is completing a book entitled, Race, Social Class, and Urban School Reform
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