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The color of mind : why the origins of the achievement gap matter for justice

Author: Derrick Darby; John L Rury
Publisher: Chicago : The university of Chicago press, 2018.
Series: History and philosophy of education series
Edition/Format:   Print book : EnglishView all editions and formats
Summary:
American students vary in educational achievement, but white students in general typically have better test scores and grades than black students. Why is this the case, and what can school leaders do about it? In The Color of Mind, Derrick Darby and John L. Rury answer these pressing questions and show that we cannot make further progress in closing the achievement gap until we understand its racist origins. Telling  Read more...
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Document Type: Book
All Authors / Contributors: Derrick Darby; John L Rury
ISBN: 9780226525211 022652521X 9780226525358 022652535X
OCLC Number: 1061251138
Notes: Includes bibliographical references and index.
Description: 202 pages : illustrations ; 24 cm.
Series Title: History and philosophy of education series
Responsibility: Derrick Darby and John L. Rury.
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Abstract:

American students vary in educational achievement, but white students in general typically have better test scores and grades than black students. Why is this the case, and what can school leaders do about it? In The Color of Mind, Derrick Darby and John L. Rury answer these pressing questions and show that we cannot make further progress in closing the achievement gap until we understand its racist origins. Telling the story of what they call the Color of Mind - the idea that there are racial differences in intelligence, character, and behavior--they show how philosophers such as David Hume and Immanuel Kant, and American statesman Thomas Jefferson, contributed to the construction of this pernicious idea, how it influenced the nature of schooling and student achievement, and how voices of dissent such as Frederick Douglass, Frances Ellen Watkins Harper, and W. E. B. Du Bois debunked the Color of Mind and worked to undo its adverse impacts. Rejecting the view that racial differences in educational achievement are a product of innate or cultural differences, Darby and Rury uncover the historical interplay between ideas about race and American schooling, to show clearly that the racial achievement gap has been socially and institutionally constructed. School leaders striving to bring justice and dignity to American schools today must work to root out the systemic manifestations of these ideas within schools, while still doing what they can to mitigate the negative effects of poverty, segregation, inequality, and other external factors that adversely affect student achievement.

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