Urban Sanctuary Schools for Diverse Populations: Examining Curricular Expectations and School Effectiveness for Student Learning

Daniel Liou, Tyson E J Marsh, René Antrop-González

Research output: Contribution to journalArticle

7 Citations (Scopus)

Abstract

This ethnographic case study problematizes the current high stakes accountability efforts that have led many school leaders to inadvertently maintain a school environment in which deficit perspectives and low academic expectations in the classroom persist. Drawing from an urban sanctuary school framework, this study works to center the voices of low-income students of color from an urban high school in California, who have historically faced school alienation and academic challenges, to describe their notions of academic expectations held by their teachers. The centrality of student voices and ethnographic descriptions of the school illuminate a moral dialogue that can assist school leaders in challenging ineffective school structures. These efforts must place deficit thinking and low classroom expectations into question as our nation's biggest obstacles toward schoolwide excellence.

Original languageEnglish (US)
Pages (from-to)68-83
Number of pages16
JournalEquity and Excellence in Education
Volume50
Issue number1
DOIs
StatePublished - Jan 2 2017

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sanctuary
school
learning
student
deficit
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classroom
alienation
low income
dialogue
responsibility
teacher

ASJC Scopus subject areas

  • Education

Cite this

Urban Sanctuary Schools for Diverse Populations : Examining Curricular Expectations and School Effectiveness for Student Learning. / Liou, Daniel; Marsh, Tyson E J; Antrop-González, René.

In: Equity and Excellence in Education, Vol. 50, No. 1, 02.01.2017, p. 68-83.

Research output: Contribution to journalArticle

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