This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Google Scholar Articles by Valencia, R. R. Search for Related Content Social Bookmarking                   What's this?

Inequalities and the Schooling of Minority Students in Texas: Historical and Contemporary Conditions

The University of Texas at Austin

In the Texas Assessment of Academic Skills case, the State argued that the differences in current schooling conditions and outcomes experienced by Whites and African American/Mexican American students are not due to historical discrimination, and such history is irrelevant to the litigation in GI Forum et al. vs. Texas Education Agency et al.By contrast, this article asserts that the contemporary widespread school failure of many African American and Mexican American students in Texas public schools is strongly connected to long-standing systemic public school inequalities and the subsequent limited opportunities to learn. This article lays down a framework for understanding the link between historical and contemporary discrimination. As an example of this past-present association, the issue of school segregation is discussed. Furthermore, data on the issue of substandard teachers and how this inequality shortchanges minority students is presented. The article’s major conclusion is that the State’s ahistorical position is both faulty and indefensible.

CiteULike    Connotea    Del.icio.us    Digg    Reddit    Technorati    What's this?

This article has been cited by other articles:

				J. A. Williamson, L. Rhodes, and M. Dunson Chapter 7 A Selected History of Social Justice in Education Review of Research in Education, March 1, 2007; 31(1): 195 - 224. [Full Text] [PDF]

				D. M. Carpenter II, A. Ramirez, and L. Severn Gap or Gaps: Challenging the Singular Definition of the Achievement Gap Education and Urban Society, November 1, 2006; 39(1): 113 - 127. [Abstract] [PDF]

				B. D. Maxcy Leaving Children Behind: How "Texas-Style" Accountability Fails Latino Youth Educational Administration Quarterly, April 1, 2006; 42(2): 256 - 284. [Abstract] [PDF]

				R. Crosnoe Double Disadvantage or Signs of Resilience? The Elementary School Contexts of Children From Mexican Immigrant Families American Educational Research Journal, January 1, 2005; 42(2): 269 - 303. [Abstract] [PDF]

				B. B. Flores and E. R. Clark A Critical Examination of Normalistas’ Self-Conceptualization and Teacher-Efficacy Hispanic Journal of Behavioral Sciences, May 1, 2004; 26(2): 230 - 257. [Abstract] [PDF]

				K. M. Borman, T. M. Eitle, D. Michael, D. J. Eitle, R. Lee, L. Johnson, D. Cobb-Roberts, S. Dorn, and B. Shircliffe Accountability in a Postdesegregation Era: The Continuing Significance of Racial Segregation in Florida's Schools American Educational Research Journal, January 1, 2004; 41(3): 605 - 631. [Abstract] [PDF]

				L. M. Saucedo The Legal Issues Surrounding the TAAS Case Hispanic Journal of Behavioral Sciences, November 1, 2000; 22(4): 411 - 422. [Abstract] [PDF]

				R. R. Valencia and E. M. Bernal An Overview of Conflicting Opinions in the TAAS Case Hispanic Journal of Behavioral Sciences, November 1, 2000; 22(4): 423 - 444. [Abstract] [PDF]

				M. A. J. Fassold Disparate Impact Analyses of TAAS Scores and School Quality Hispanic Journal of Behavioral Sciences, November 1, 2000; 22(4): 460 - 480. [Abstract] [PDF]

				E. M. Bernal Psychometric Inadequacies of the TAAS Hispanic Journal of Behavioral Sciences, November 1, 2000; 22(4): 481 - 507. [Abstract] [PDF]

				L. M. Mcneil Sameness, Bureaucracy, and the Myth of Educational Equity: The TAAS System of Testing in Texas Public Schools Hispanic Journal of Behavioral Sciences, November 1, 2000; 22(4): 508 - 523. [Abstract] [PDF]