001478972 000__ 06345nam\a22009375i\4500 001478972 001__ 1478972 001478972 003__ DE-B1597 001478972 005__ 20231026035006.0 001478972 006__ m\\\\\o\\d\\\\\\\\ 001478972 007__ cr\un\nnnunnun 001478972 008__ 210830t20112011mau\\\\\o\\d\z\\\\\\eng\d 001478972 020__ $$a9780674060999 001478972 0247_ $$a10.4159/harvard.9780674060999$$2doi 001478972 035__ $$a(DE-B1597)178231 001478972 035__ $$a(OCoLC)979746508 001478972 040__ $$aDE-B1597$$beng$$cDE-B1597$$erda 001478972 0410_ $$aeng 001478972 044__ $$amau$$cUS-MA 001478972 050_4 $$aLC2717$$b.H37 2011eb 001478972 072_7 $$aSOC001000$$2bisacsh 001478972 08204 $$a371.829/96073$$222 001478972 1001_ $$aHarris, Angel L., $$eauthor.$$4aut$$4http://id.loc.gov/vocabulary/relators/aut 001478972 24510 $$aKids Don't Want to Fail :$$bOppositional Culture and the Black-White Achievement Gap /$$cAngel L. Harris. 001478972 264_1 $$aCambridge, MA : $$bHarvard University Press, $$c[2011] 001478972 264_4 $$c©2011 001478972 300__ $$a1 online resource (336 p.) :$$b53 graphs, 7 tables 001478972 336__ $$atext$$btxt$$2rdacontent 001478972 337__ $$acomputer$$bc$$2rdamedia 001478972 338__ $$aonline resource$$bcr$$2rdacarrier 001478972 347__ $$atext file$$bPDF$$2rda 001478972 50500 $$tFrontmatter -- $$tContents -- $$tPreface -- $$t1. Introduction to Oppositional Culture -- $$t2. Discrimination and Barriers: Basis for Black Cynicism toward Schooling -- $$t3. Origins of Youth Perceptions of Opportunity and Academic Investment -- $$t4. Effects of Youth Perceptions of Opportunity on Academic Achievement -- $$t5. Racial Differences in Academic Orientation of Youth -- $$t6. Should Blacks Become Raceless to Improve Achievement? -- $$t7. Shifting the Focus Away from Culture and toward Prior Skills -- $$t8. Does Marginalization Equal Resistance to Schooling? A Class-Based Analysis -- $$t9. Refocusing Understanding of Racial Differences in Academic Outcomes -- $$tAppendix A. Appendix B. Appendix C. Appendix D. Notes. References. Acknowledgements. Index. -- $$tAppendix A: Note of Caution about Testing -- $$tAppendix B: Sources of Data -- $$tAppendix C: Methodological Appendix -- $$tAppendix D: Description of Measures -- $$tNotes -- $$tBibliography -- $$tAcknowledgments -- $$tIndex 001478972 506__ $$aAccess limited to authorized users. 001478972 520__ $$aUnderstanding the causes of the racial achievement gap in American education-and then addressing it with effective programs-is one of the most urgent problems communities and educators face. For many years, the most popular explanation for the achievement gap has been the "oppositional culture theory": the idea that black students underperform in secondary schools because of a group culture that devalues learning and sees academic effort as "acting white." Despite lack of evidence for this belief, classroom teachers accept it, with predictable self-fulfilling results. In a careful quantitative assessment of the oppositional culture hypothesis, Angel L. Harris tested its empirical implications systematically and broadened his analysis to include data from British schools. From every conceivable angle of examination, the oppositional culture theory fell flat.Despite achieving less in school, black students value schooling more than their white counterparts do. Black kids perform badly in high school not because they don't want to succeed but because they enter without the necessary skills. Harris finds that the achievement gap starts to open up in preadolescence-when cumulating socioeconomic and health disadvantages inhibit skills development and when students start to feel the impact of lowered teacher expectations. Kids Don't Want to Fail is must reading for teachers, academics, policy makers, and anyone interested in understanding the intersection of race and education. 001478972 538__ $$aMode of access: Internet via World Wide Web. 001478972 546__ $$aIn English. 001478972 5880_ $$aDescription based on online resource; title from PDF title page (publisher's Web site, viewed 30. 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