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Goals, Grades, Fears, and Peers. Introductory Essay for Special Issues on the Effects of School and Classroom Racial and SES Composition on Educational Outcomes by Roslyn Arlin Mickelson - 2010In this essay, Roslyn Arlin Mickelson introduces the set of three special issues about the effects of school and classroom composition on educational outcomes. The 22 articles in the set report new research on the relationship of racial and socioeconomic composition to math and science outcomes (Vol. 112, No. 4); to verbal achievement, discipline, and high school graduation (Vol. 112, No. 5); and to intergroup relations and adult life course trajectories (Vol. 112, No. 6). She suggests why the findings have implications for public policy and educational practice.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Roslyn Mickelson
University of North Carolina at Charlotte
E-mail Author
ROSLYN ARLIN MICKELSON is professor of sociology and public policy at the University of North Carolina at Charlotte. She has published widely on minority educational issues, desegregation and achievement, tracking, gender and education, homeless students, and educational policy. With funding from the National Science Foundation and the Ford Foundation, Mickelson has investigated school reform in the Charlotte-Mecklenburg Schools since 1989, chronicling the consequences of the district’s transformation from a desegregated to a resegregated school system. Her most recent publications include “Class and Race Challenges to Community Collaboration for Educational Change,” School/Community Journal, 18(2), 29–52, 2008, with Linwood H. Cousins, Brian Williams, and Anne Velasco; and “Twenty-First Century Social Science Research on School Diversity and Educational Outcomes,” Ohio State Law Journal, 69, 1173–1228, 2008. Currently, Mickelson is writing a monograph synthesizing social science research on the effects of school and classroom composition on educational outcomes.
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