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Missing Faces: Making the Case for Equitable Student Representation in Advanced Middle School Courses

Missing Faces: Making the Case for Equitable Student Representation in Advanced Middle School Courses

ISBN13: 9781799870579|ISBN10: 179987057X|EISBN13: 9781799870678
DOI: 10.4018/978-1-7998-7057-9.ch011
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MLA

Hutson, Kristy M. "Missing Faces: Making the Case for Equitable Student Representation in Advanced Middle School Courses." Promoting Positive Learning Experiences in Middle School Education, edited by Cherie Barnett Gaines and Kristy M. Hutson, IGI Global, 2021, pp. 200-216. https://doi.org/10.4018/978-1-7998-7057-9.ch011

APA

Hutson, K. M. (2021). Missing Faces: Making the Case for Equitable Student Representation in Advanced Middle School Courses. In C. Gaines & K. Hutson (Eds.), Promoting Positive Learning Experiences in Middle School Education (pp. 200-216). IGI Global. https://doi.org/10.4018/978-1-7998-7057-9.ch011

Chicago

Hutson, Kristy M. "Missing Faces: Making the Case for Equitable Student Representation in Advanced Middle School Courses." In Promoting Positive Learning Experiences in Middle School Education, edited by Cherie Barnett Gaines and Kristy M. Hutson, 200-216. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-7057-9.ch011

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Abstract

In this chapter, the researcher discusses a study from the United States in which the subjective nature of criteria used for advanced course selection by middle school administrators and core content teachers is evaluated. The use of arbitrary factors by educators in decisions related to moving students into advanced courses disproportionately excludes African American students and other marginalized student groups from upper level course-taking opportunities when compared to Caucasian students. The unequal access for African American students to enter advanced courses limits the operational citizenship of these students and increases opportunity gaps, attainment gaps, and achievement gaps within public education systems. In order to narrow the distance between Caucasian students' opportunities and achievement and those of African American students, middle school educators must commit to eliminating the use of subjective criteria in all course placement decisions.

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