"Black Skin, White Masks": Normalizing Whiteness and the Trouble with the Achievement Gap by David E. Kirkland - August 17, 2010The article critiques the logic guiding the achievement gap. The author argues that most academic uses of the construct prop up what he terms "white-superiority ideology," thus reinforcing differences in achievement between whites and nonwhites. The article questions whether or not the achievement gap is real or, better yet, useful.
To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below: |
- No Excuses: Simplistic Solution for the Achievement Gap?
- Class and Schools: Using Social, Economic, and Educational Reform to Close the Achievement Gap
- Closing the Achievement Gap: Schools Alone Cannot Succeed
- Why Summers Matter in the Rich/Poor Achievement Gap
- How Teachers and Schools Contribute to Racial Differences in the Realization of Academic Potential
- Black School White School: Racism and Educational (Mis)Leadership
- Race, Poverty and SAT Scores: Modeling the Influences of Family Income on Black and White High School Students’ SAT Performance
- Educated in Whiteness: Good Intentions and Diversity in Schools
- Schooling for Resilience: Improving the Life Trajectory of Black and Latino Boys
- Becoming Teachers of Inner-City Students: Life Histories and Teacher Stories of Committed White Teachers
- Classroom-based Inequalities and Achievement Gaps in First Grade: The Role of Classroom Context and Access to Qualified and Effective Teachers
- Strategic Inquiry: Starting Small for Big Results in Education
- Say it Loud: Black Studies, Its Students, and Racialized Collegiate Culture
- Two Models of Learning and Achievement: An Explanation for the Achievement Gap?
- When Black Girls Teach: Community, Conversation, and Career Contentment in Urban Education Through Social Media
- Colluding, Colliding, and Contending with Norms of Whiteness
- Cultivating Achievement, Respect, and Empowerment (CARE) for African American Girls in Pre-K-12 Settings: Implications for Access, Equity, and Achievement
- Are Achievement Gap Estimates Biased by Differential Student Test Effort? Putting an Important Policy Metric to the Test
- Evaluation of a New Theory of the Racial Achievement Gap
- The Color of Mind: Why the Origins of the Achievement Gap Matter for Justice
- David Kirkland
New York University
DAVID E. KIRKLAND, assistant professor at New York University, is a transdisciplinary scholar of English and urban education, who studies urban youth culture, language, and literacy, urban teacher preparation, and digital media. He has received many awards for his work, including the 2008 AERA Division G Outstanding Dissertation Award and was a Ford Foundation Postdoctoral Fellow and former fellow of NCTE’s Cultivating New Voices. Dr. Kirkland has published widely. His most recent articles include: “English(es) in urban contexts: Politics, Pluralism, and Possibilities” (English Education) and “We real cool: Examining Black males and literacy” (Reading Research Quarterly). He is currently completing his fourth book, A Search Past Silence, to be published in TCPress ‘s Language and Literacy Series.