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Desegregating Classrooms in the 21st Century: Recognizing and Removing Barriers to Advanced Courses and a Rigorous Curriculum for All Students


by Carrie Ashcraft, Petra Chou & Cindy Jones - April 28, 2020

Advanced coursework in high school is often viewed as stepping-stone to future educational opportunities, such as technical school or college. However, students from minority populations and lower socio-economic classes continue to be underrepresented in advanced courses. Desegregating classrooms begins with making visible the effects of racism and classism keeping marginalized students from advanced coursework and a rigorous curriculum. Evaluation of current structures must include open dialogue to make visible disparities within schools, thus promoting a rigorous curriculum for all students and avoiding the long-term consequences of unequal access to high-quality secondary education.


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Cite This Article as: Teachers College Record, Date Published: April 28, 2020
https://www.tcrecord.org ID Number: 23287, Date Accessed: 7/5/2020 7:36:02 AM

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About the Author
  • Carrie Ashcraft
    Utah Valley University
    E-mail Author
    CARRIE ASHCRAFT is a faculty member at Utah Valley University in the McKay School of Education. Previously, she was an elementary and secondary teacher for fourteen years. She is a Ph.D. candidate at Utah State University with a focus in Literacy and Leadership.
  • Petra Chou
    Utah State University
    E-mail Author
    PETRA CHOU was born and raised in Hong Kong. She currently resides in Utah, US. She is a full-time middle school Chinese immersion teacher, and she is a Ph.D. candidate of the Teacher Education and Leadership program at the Utah State University, concentrating in Literacy Education and Leadership.
  • Cindy Jones
    Utah State University
    E-mail Author
    CINDY D'ON JONES is a professor in the School of Teacher Education and Leadership at Utah State University. She is also Director of the Utah State University Literacy Clinic, a community outreach program that supports reading specialists. Her research focuses on children’s literacy development, teacher knowledge of literacy instruction, and the reading-writing relationship.
 
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