Unequal City: Race, Schools, and Perceptions of Injustice - download pdf or read online
By Carla Shedd
Shedd attracts from an array of knowledge and in-depth interviews with Chicago formative years to supply new perception into this understudied workforce. targeting 4 public excessive faculties with differing scholar our bodies, Shedd unearths how the predominantly low-income African American scholars at one college come upon stumbling blocks their extra prosperous, white opposite numbers at the different part of town don't face. kids frequently trip lengthy distances to wait university which, because of Chicago’s segregated and hugely unequal neighborhoods, can contain crossing category, race, and gang traces. As Shedd explains, the deprived young people who traverse those obstacles day-by-day increase a willing “perception of injustice,” or the popularity that their monetary and academic possibilities are constrained via their position within the social hierarchy.
youngsters’ worldviews also are inspired by way of encounters with legislation enforcement whereas touring to varsity and through institution hours. Shedd tracks the increase of steel detectors, surveillance cameras, and pat-downs at definite Chicago faculties. besides police approaches like stop-and-frisk, those prison-like practices result in mistrust of authority and emotions of powerlessness one of the teens who event mistreatment both firsthand or vicariously. Shedd reveals that the racial composition of the coed physique profoundly shapes scholars’ perceptions of injustice. The extra varied a college is, the much more likely its scholars of colour will realize whether or not they are topic to discriminatory remedy. in contrast, African American and Hispanic formative years whose colleges and neighborhoods are either hugely segregated and hugely policed are much less prone to comprehend their person and crew drawback as a result of their loss of publicity to adolescence of differing backgrounds.
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Extra info for Unequal City: Race, Schools, and Perceptions of Injustice
Their perceptions of safety further restrict or expand their visions of the city and inform how they navigate within and across its various physical and social borders. Chapter 3 takes a closer look at Chicago, a “city of neighborhoods” in which a major anchor of the community, the neighborhood school, has been displaced. ”55 The racial- spatial divide is a significant structural mechanism that captures the array of resources, opportunities, and diversity available to young people and also shapes their ability to perceive, experience, and adapt to discriminatory treatment in education, employment, and housing.
Justice Oliver Wendell Holmes, The Common Law (1881) E very day young people are given the task of navigating the spaces between home and school (and sometimes work and play). They do so under the watchful, and sometimes not so watchful, eyes of authorities, families, and peers. These journeys, whether safe or dangerous, are a central force in the lives of America’s urban adolescents. If we examine the protections historically deemed necessary to provide safe passage to school—from the integration struggles of the 1950s through the turbulent 1960s and the White flight of the 1980s, and into the present—we find that only the race and age of those making these passages unsafe have changed.
All four of these schools have rich histories and fascinating present-day dynamics that contextualize the numbers and narratives of the participants in my research. Lincoln Park, Payton, Tilden, and Harper are not simply educational institutions that play the enormously important role of shaping the hearts and minds of Chicago adolescents. They are also institutionalized spaces that create a climate and provide experiences that profoundly shape the perceptions and experiences of their inhabitants.
Unequal City: Race, Schools, and Perceptions of Injustice by Carla Shedd