Skip to main content
SpringerLink
Log in

Preparing School Leaders to Confront Opportunity Gaps in Suburban Districts

  • Reference work entry
  • First Online:
Handbook on Promoting Social Justice in Education

  • 287 Accesses

Abstract

The advantages of suburban life do not necessarily guarantee a secure future for many young people of color. A recent US study indicates that despite being raised in elite neighborhoods, Black males raised in affluent conditions are less likely than White males to maintain their wealth status into adulthood. While strong instruction, adult support, and inclusive cultures have been proven to mitigate a myriad of risk factors for historically marginalized groups of students, opportunity gaps continue to face young people of color, even in affluent suburban districts, where the appearance of a level playing field can lead educators to underestimate their role in building social capital in their students. High graduation rates notwithstanding, school leaders in suburban districts must be prepared to lead staff to understand the critical impact of disparities in preparation on the competitiveness of their students of color and first-generation students. They must seek to uncover critical differences in how opportunities are parceled out, address subtle barriers to access, resist the “opportunity hoarding” that works to maintain the status quo in many districts, and develop in staff the pedagogical and relational skills that engage students of color in the highest opportunities available to them. Though many school administrators may be White, middle class, and personally unfamiliar with some of the racial and socioeconomic challenges that face many suburban districts today, their effectiveness in eliminating achievement and opportunity gaps will hinge on their ability to prepare all students for competition on a playing field that remains anything but level.

Where “living the dream” still remains a dream… preparing school leaders to confront opportunity gaps in the “burbs.”

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 899.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 1,099.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Adelman, C. (1999). Answers in the tool box. Academic intensity, attendance patterns, and bachelor's degree attainment. Jessup, MD: ED Pubs.

    Google Scholar 

  • Agosto, V., & Karanxha, Z. (2012). Searching for a needle in a haystack: Indications of social justice among aspiring leaders. Journal of School Leadership, 22, 819.en.

    Article  Google Scholar 

  • American School Counselor Association (n.d.). ASCA National Model Executive Summary. Retrieved from https://www.schoolcounselor.org/school-counselors-members/asca-national-model on 22 Oct 2018.

  • ASCD. (2016). Every Student Succeeds Act (ESSA) ESSA implementation resources for educators. Retrieved at http://www.ascd.org/ASCD/pdf/siteASCD/policy/ESSA-Accountability-FAQ_May112016.pdf on 23 Aug 2018.

  • Barlowe, A., & Cook, A. (2015). Empowering students and teachers through performance-based assessment. In A. M. Blankenstein & P. Noguera (Eds.), Excellence through equity five principles of courageous leadership to guide achievement for every student (pp. 97–121). Thousand Oaks, CA: Corwin.

    Google Scholar 

  • Bauman, K. (2017). School enrollment of the Hispanic population: Two decades of growth. The United States Census Bureau, 28. Retrieved from https://www.census.gov/newsroom/blogs/random-samplings/2017/08/school_enrollmentof.html.

  • Bavis, P. (2016). Detracked – And going strong. Phi Delta Kappan, 98(4), 37–42.

    Article  Google Scholar 

  • Bemak, F., & Chung, R. C. (2008). New professional roles and advocacy strategies for school counselors: A multicultural/social justice perspective to move beyond the nice counselor syndrome. Journal of Counseling and Development, 86(3), 372–381.

    Article  Google Scholar 

  • Blankstein, A., Noguera, P., & Kelly, L. (2015). Excellence through equity. Alexandria, VA: ASCD.

    Google Scholar 

  • Boykin, A. W., & Noguera, P. (2011). Creating the opportunity to learn: Moving from research to practice to close the achievement gap. Retrieved from https://ebookcentral.proquest.com.

  • Bradshaw, C. P., Pas, E. T., Bottiani, J. H., Debnam, K. J., Reinke, W. M., Herman, K. C., & Rosenberg, M. S. (2018). Promoting cultural responsivity and student engagement through double check coaching of classroom teachers: An efficacy study. School Psychology Review, 47(2), 118+. Retrieved from http://link.galegroup.com.ezproxy.neu.edu/apps/doc/A543990356/PROF?u=mlin_b_northestandsid=PROFandxid=f549bcb1

    Article  Google Scholar 

  • Burke, W., & Litwin, G. (1992). A causal model of organizational performance and change. Journal of Management, 18(3), 523–545.

    Article  Google Scholar 

  • Burris Corbett, C. (2015). Building a school of opportunity begins with detracking. In A. M. Blankenstein & P. Noguera (Eds.), Excellence through equity five principles of courageous leadership to guide achievement for every student (pp. 59–72). Thousand Oaks, CA: Corwin.

    Google Scholar 

  • Chamberlain, S. P. (2005). Recognizing and responding to cultural differences in the education of culturally and linguistically diverse learners. Intervention in School and Clinic, 40(4), 195–211.

    Article  Google Scholar 

  • Chetty, R., Hendren, N., Jones, M. R., & Porter, S. R. (2018). Race and economic opportunity in the United States: An intergenerational perspective (No. w24441). National Bureau of Economic Research. Retrieved from https://scholar.harvard.edu/files/hendren/files/race_paper.pdf.

  • Christenson, S., Reschly, A.L, & Wylie, C. (2012). Handbook of research on student engagement.

    Google Scholar 

  • Coates, T. N. (2014). The case for reparations. The Atlantic, 313(5), 54–71.

    Google Scholar 

  • Coleman, J. S. (1988). Social capital in the creation of human capital. The American Journal of Sociology, 94, S95.

    Article  Google Scholar 

  • Cooper, C. W. (2009). Performing cultural work in demographically changing schools: Implications for expanding transformative leadership frameworks. Educational Administration Quarterly, 45(5), 694–724.

    Article  Google Scholar 

  • Cooper, C. W., Riehl, C. J., & Hasan, A. L. (2010). Leading and learning with diverse families in schools: Critical epistemology amid communities of practice. Journal of School Leadership, 20(6), 758+. Retrieved from http://link.galegroup.com.ezproxy.neu.edu/apps/doc/A241628731/AONE?u=mlin_b_northestandsid=AONEandxid=a1f915e1

    Article  Google Scholar 

  • Culey, S. (2012). Leadership and culture: Part 1-The Case for Culture, (21.06.2013). European Business Review. Retrieved from http://www.europeanbusinessreview.com/?p=2817

  • Dejaeghere, J., & Cao, Y. (2009). Developing U.S. teachers’ intercultural competence: Does professional development matter? International Journal of Intercultural Relations, 33(5), 437–447.

    Article  Google Scholar 

  • Delpit, L. (2006). Other people’s children: Cultural conflict in the classroom. New York, NY: The New Press.

    Google Scholar 

  • Diamond, J. B. (2006). Still separate and unequal: Examining race, opportunity, and school achievement in “integrated” suburbs. Journal of Negro Education, 75(3), 495–505.

    Google Scholar 

  • Dika, S., & Singh, K. (2002). Applications of social capital in educational literature: A critical synthesis. Review of Educational Research, 72(1), 31–60.

    Article  Google Scholar 

  • Dintersmith, T. (2018). What schools could be insights and inspirations from teachers across America. Princeton, NJ: Princeton University Press.

    Book  Google Scholar 

  • Douglass, F. (1857). Two speeches by Frederick Douglass. Retrieved from http://www.libraryweb.org/~digitized/books/Two_Speeches_by_Frederick_Douglass.pdf

  • Drago-Severson, E. (2009). Leading adult learning. Thousand Oaks, CA: Corwin.

    Google Scholar 

  • Drago-Severson, E., & Blum-DeStefano, J. (2017). The self in social justice: A developmental lens on race, identity, and transformation. Harvard Educational Review, 87(4), 457–481.

    Article  Google Scholar 

  • Dweck, C. S. (2007). The secret to raising smart kids. Scientific American Mind., 18(6), 36–43.

    Article  Google Scholar 

  • Elmore, R. F. (2004). School reform from the inside out. Cambridge, MA: Harvard Education Press.

    Google Scholar 

  • Evans, A. E. (2007). School leaders and their sensemaking about race and demographic change. Educational Administration Quarterly, 43(2), 159–188.

    Google Scholar 

  • Ferguson, R., Clark, R., & Stewart, J. (2002). Closing the achievement gap in suburban and urban school communities. Policy Issue, 13, 1–20.

    Google Scholar 

  • Fiarman, S. E. (2016). Unconscious bias. Educational Leadership, 74(3), 10–15. Retrieved from https://link.ezproxy.neu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=119446317&site=ehost-live&scope=site

    Google Scholar 

  • Fisher, D., Frey, N., & Smith, D. (2016). After sticks, stones, and hurtful words. Educational Leadership, 74(3), 54–58. Retrieved from https://link.ezproxy.neu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=trueanddb=ehhandAN=119446324andsite=ehost-liveandscope=site

    Google Scholar 

  • Flores, A. (2007). Examining disparities in mathematics education: Achievement gap or opportunity gap? High School Journal, 91(1), 29–42.

    Article  Google Scholar 

  • Ford, D., & Harris, J. (2000). A framework for infusing multicultural curriculum into gifted education. Roeper Review, 23(1), 4–10.

    Article  Google Scholar 

  • Franz, N. (2007). Adult education theories: Informing cooperative extension’s transformation. Journal of Extension, 45(1). Retrieved at http://www.joe.org/joe/2007February/a1.shtml

  • Freire, P. (2000). Pedagogy of the oppressed. New York, NY: Bloomsbury Publishing.

    Google Scholar 

  • Frey, W. H. (2011). Melting pot cities and suburbs: Racial and ethnic change in metro America in the 2000s. Washington, DC: Brookings Institution, Metropolitan Policy Program.

    Google Scholar 

  • Fullan, M. (2001). Leading in a culture of change. San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Fullan, M. (2014). The principal. San Francisco, CA: Wiley.

    Google Scholar 

  • Gabrieli, C. (2010). More time, more learning. Educational Leadership, 67(7), 38–44.

    Google Scholar 

  • Gardiner, H. (1999). The disciplined mind. New York, NY: Simon & Schuster.

    Google Scholar 

  • Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106–116.

    Article  Google Scholar 

  • Gay, G. (2013). Teaching to and through cultural diversity. Curriculum Inquiry, 43(1), 48–70.

    Article  Google Scholar 

  • Gewertz, C. (2009). Reports call on schools to guide students into college; help with applications, aid found as important as academic records. Education Week, 28(20), 7. Retrieved from http://link.galegroup.com.ezproxy.neu.edu/apps/doc/A193299198/AONE?u=mlin_b_northestandsid=AONEandxid=24bdd30c

    Google Scholar 

  • Gilberto, A. (2003). Schools, social capital and children of color, race. Ethnicity and Education, 6(1), 71–94.

    Article  Google Scholar 

  • Giroux, H. (1983). Theories of reproduction and resistance in the new sociology of education: A critical analysis. Harvard Educational Review, 53(3), 257–293.

    Article  Google Scholar 

  • González, N., Moll, L. C., & Amanti, C. (2005). Funds of knowledge theorizing practice in households, communities, and classrooms. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

    Google Scholar 

  • Gordon, P., & Richardson, H. W. (1998). Prove it: The costs and benefits of sprawl. The Brookings Review, 16(4), 23–25. Retrieved from http://ezproxy.neu.edu/login?url=https://search-proquest-com.ezproxy.neu.edu/docview/60273394?accountid=12826

    Article  Google Scholar 

  • Gregory, A., & Fergus, E. (2017). Social and emotional learning and equity in school discipline. The Future of Children, 27(1), 117. +. Retrieved from http://link.galegroup.com.ezproxy.neu.edu/apps/doc/A503262651/AONE?u=mlin_b_northest&sid=AONE&xid=79191c7a

    Article  Google Scholar 

  • Gregory, A., Skiba, R. J., & Noguera, P. A. (2010). The achievement gap and the discipline gap: Two sides of the same coin? Educational Researcher, 39(1), 59–68. https://doi.org/10.3102/0013189X09357621

    Article  Google Scholar 

  • Grossman, F. D., & Ancess, J. (2004). Narrowing the gap in affluent schools. Educational Leadership, 62(3), 70–73.

    Google Scholar 

  • Holme, J., Diem, S., & Welton, A. (2014). Suburban school districts and demographic change: The technical, normative, and political dimensions of response. Educational Administration Quarterly, 50(1), 34–66.

    Article  Google Scholar 

  • Horsford, S. D., Grosland, T., & Gunn, K. M. (2011). Pedagogy of the personal and professional: Toward a framework for culturally relevant leadership. (report). Journal of School Leadership, 21(4), 582.

    Article  Google Scholar 

  • Howard, G. R. (2006). We can’t teach what we don’t know. New York, NY: Teachers College Press.

    Google Scholar 

  • Hynds, A. (2010). Unpacking resistance to change within reform programs with a social justice orientation. International Journal of Leadership in Education: Theory and Practice, 13(4), 377–392.

    Article  Google Scholar 

  • Ingersoll, R. M., & May, H. (2011). Recruitment, retention and the minority teacher shortage. CPRE Research Report # RR-69. Consortium for Policy Research in Education, Consortium for Policy Research in Education, 2011.

    Google Scholar 

  • Jeynes, W. H. (2010). The salience of the subtle aspects of parental involvement and encouraging that involvement: Implications for school-based programs. Teachers College Record, 112(3), 747–774.

    Google Scholar 

  • Johnson, J., & Uline, C. (2005). Preparing educational leaders to close achievement gaps. Theory Into Practice, 44(1), 45–52. https://doi.org/10.1207/s15430421tip4401_7

    Article  Google Scholar 

  • Jones, R., Jimmieson, N., & Griffiths, A. (2005). The impact of organizational culture and reshaping capabilities on change implementation success: The mediating role of readiness for change. Journal of Management Studies, 42(2), 361–386.

    Article  Google Scholar 

  • Jost, M., Whitfield, E. L., & Jost, M. (2005). When the rules are fair, but the game isn’t. Multicultural Education, 13(1), 14.

    Google Scholar 

  • Kaser, L., & Halbert, J. (2014). Creating and sustaining inquiry spaces for teacher learning and system transformation. European Journal of Education, 49(2), 206–217.

    Article  Google Scholar 

  • Kay, K. (2017). The graduate profile: A focus on outcomes. Edutopia. Retrieved from https://www.edutopia.org/blog/graduate-profile-focus-outcomes-ken-kay

  • Kelly, S., & Price, H. (2011). The correlates of tracking policy: Opportunity hoarding, status competition, or a technical-functional explanation? American Educational Research Journal, 48(3), 560–585.

    Article  Google Scholar 

  • Khalifa, M. A. (2011). Teacher expectations and principal behavior: Responding to teacher acquiescence. Urban Review: Issues and Ideas in Public Education., 43(5), 702–727.

    Article  Google Scholar 

  • Kim, D., & Schneider, B. (2005). Social capital in action: Alignment of parental support in adolescents' transition to postsecondary education. Social Forces, 84(2), 1181–1206.

    Article  Google Scholar 

  • Kirylo, J., Thirumurthy, V., & Ceasar, P. (2011). Issues in education: Social justice and multiculturalism: Implications for school counselors and counselor educators. Childhood Education, 87(4), 276–277.

    Article  Google Scholar 

  • Kotter, J. P. (1996). Leading Change. Cambridge, MA: Harvard Business Press.

    Google Scholar 

  • La Salle, R. A., & Johnson, R. S. (2016). Peeling back the wallpaper. Educational Leadership, 74(3), 79–82.

    Google Scholar 

  • Ladson-Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34(3), 159–165.

    Article  Google Scholar 

  • Ladson-Billings, G. (1998). Just what is critical race theory and what’s it doing in a nice field like education? International Journal of Qualitative Studies in Education, 11(1), 7–24.

    Article  Google Scholar 

  • Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: A.k.a. the remix. Harvard Educational Review, 84(1), 74–84, 135. Retrieved from http://ezproxy.neu.edu/login?url=https://search-proquest-com.ezproxy.neu.edu/docview/1511014412?accountid=12826

    Article  Google Scholar 

  • Lashley, C. A., & Stickl, J. (2016). Counselors and principals: Collaborating to improve instructional equity. Journal of Organizational and Educational Leadership, 2(1), 1–24.

    Google Scholar 

  • Leistyna, P. (2001). Extending the possibilities of multicultural professional development in public schools. Journal of Curriculum & Supervision, 16(4), 282. Retrieved from https://link.ezproxy.neu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=5024070&site=ehost-live&scope=site

    Google Scholar 

  • Lewis, A. E. (2001). There is no “race” in the schoolyard: Color-blind ideology in an (almost) all-white school. American Educational Research Journal, 38(4), 781–811.

    Article  Google Scholar 

  • Lewis-McCoy, R. L. H. (2016). Boyz in the ‘burbs: Parental negotiation of race and class in raising black males in suburbia. Peabody Journal of Education, 91(3), 309–325.

    Article  Google Scholar 

  • Logan, J. R. (2014). Separate and unequal in suburbia. Census brief prepared for US2010, Brown University. Retrieved from https://s4.ad.brown.edu/Projects/Diversity/Data/Report/report12012014.pdf

  • Logan, J. R., & Burdick-Will, J. (2017). School segregation and disparities in urban, suburban, and rural areas. The Annals of the American Academy of Political and Social Science, 674(1), 199–216.

    Article  Google Scholar 

  • Loveless, T., & Diperna, P. (2003). How well are American students learning. Washington, DC: Brookings Institution – Brown Center on Education Policy.

    Google Scholar 

  • Madsen, J., & Mabokela, R. (2014). Leadership challenges in addressing changing demographics in schools. NASSP Bulletin, 98(1), 75–96.

    Article  Google Scholar 

  • Marks, H. M., & Printy, S. M. (2003). Principal leadership and school performance: An integration of transformational and instructional leadership. Educational Administration Quarterly, 39(3), 370–397.

    Article  Google Scholar 

  • Marx, S., & Larson, L. L. (2012). Taking off the color-blind glasses: Recognizing and supporting Latina/o students in a predominantly white school. Educational Administration Quarterly, 48(2), 259–303.

    Article  Google Scholar 

  • Marzano, R. J. (2000). Transforming classroom grading. Alexandria, VA: Association for Supervision and Curriculum Development.

    Google Scholar 

  • Marzano, R. J., & Toth, M. D. (2013). Teacher evaluation that makes a difference: A new model for teacher growth and student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

    Google Scholar 

  • McDonough, P. M., Korn, J. S., & Yamasaki, E. (1997). Access, equity, and the privatization of college counseling. The Review of Higher Education, 20(3), 297–317. Johns Hopkins University Press. Retrieved September 10, 2018, from Project MUSE database.

    Article  Google Scholar 

  • McIntosh, K., Girvan, E. J., Horner, R. H., Smolkowski, K., & Sugai, G. (2014). Recommendations for addressing discipline disproportionality in education. Eugene, OR: OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. 

    Google Scholar 

  • McKenzie, K. B., Christman, D. E., Hernandez, F., Fierro, E., Capper, C. A., Dantley, M., & Scheurich, J. J. (2008). From the field: A proposal for educating leaders for social justice. Educational Administration Quarterly, 44(1), 111–138.

    Article  Google Scholar 

  • Meadows, D. H. (2008). Thinking in systems. Hartland, VT: Sustainable Institute.

    Google Scholar 

  • Minority Student Achievement Network. (n.d.). Retrieved at http://msan.wceruw.org

  • National Association of Secondary School Principals (NASSP). (2006). Tracking and ability grouping in middle level and high school. WEBSITE. Retrieved from https://www.nassp.org/policy-advocacy-center/nassp-position-statements/archived-position-statements/tracking-and-ability-grouping-in-middle-level-and-high-schools/

  • National Education Association. (2012). Preparing 21st century students for a global society: An educator’s guide to the “Four Cs”. Alexandria, VA: National Education Association. Retrieved from http://www.nea.org/assets/docs/A-Guide-to-Four-Cs.pdf

  • Nelson, J., Bustamante, R., Wilson, E., & Onwuegbuzie, A. (2008). The school-wide cultural competence observation checklist for school counselors: An exploratory factor analysis. Professional School Counseling, 11(4), 207–217. Retrieved from http://www.jstor.org.ezproxy.neu.edu/stable/42732826

  • Noguera, P. A. (2003). The trouble with black boys: The role and influence of environmental and cultural factors on the academic performance of African American males. Urban Education, 38(4), 431–459. https://doi.org/10.1177/0042085903038004005

    Article  Google Scholar 

  • Ochoa, G. L. (2013). Academic profiling: Latinos, Asian Americans, and the achievement gap. Minneapolis, MN: University of Minnesota Press.

    Book  Google Scholar 

  • Ogbu, J. U., & Davis, W. T. A. (2003). Black American students in an affluent suburb: A Study of academic disengagement. Retrieved from https://ebookcentral.proquest.com

  • Picower, B. (2011). Resisting compliance: Learning to teach for social justice in a neoliberal context. Teachers College Record, 113(5), 1105–1134.

    Google Scholar 

  • Preis, D. (2017). Insuring equity in the ‘Burbs’: How the leadership of a high-performing suburban district has taken a systemic approach to eliminating its achievement gap. American School Board Journal., 204(2), 54–57.

    Google Scholar 

  • Pugh, P. M., Jr., & Tschannen-Moran, M. (2016). Influence of a school district’s advancement via individual determination (AVID) program on self-efficacy and other indicators of student achievement. NASSP Bulletin, 100(3), 141–158.

    Article  Google Scholar 

  • Quote Investigator. (n.d.). Retrieved from https://quoteinvestigator.com/2010/05/26/everything-counts-einstein/

  • Reeves, D. B. (2006). The learning leader: How to focus school improvement for better results. Alexandria, VA: ASCD.

    Google Scholar 

  • Reyna, C. (2008). Ian is intelligent but Leshaun is lazy: Antecedents and consequences of attributional stereotypes in the classroom. European Journal of Psychology of Education, 23(4), 439–458.

    Article  Google Scholar 

  • Rivera-McCutchen, R. L. (2014). The moral imperative of social justice leadership: A critical component of effective practice. Urban Review: Issues and Ideas in Public Education, 46(4), 747–763.

    Article  Google Scholar 

  • Robinson, K. J., & Roksa, J. (2016). Counselors, information, and high school college-going culture: Inequalities in the college application process. Research in Higher Education, 57(7), 845–868.

    Article  Google Scholar 

  • Sandy, J., & Duncan, K. (2010). Examining the achievement test score gap between urban and suburban students. Education Economics, 18(3), 297–315.

    Article  Google Scholar 

  • Sherman, A. (2008). Using case studies to visualize success with first year principals. Journal of Educational Administration, 46(6), 752–761.

    Article  Google Scholar 

  • Sichling, F., & Roth, B. J. (2017). Perceived advantages: The influence of urban and suburban neighbourhood context on the socialization and adaptation of Mexican immigrant young men. Ethnic and Racial Studies, 40(6), 891–911.

    Article  Google Scholar 

  • Simmons, O. S. (2011). Lost in transition: The implications of social capital for higher education access. Notre Dame Law Review, 87(1), 205+. Retrieved from http://link.galegroup.com.ezproxy.neu.edu/apps/doc/A280965557/AONE?u=mlin_b_northestandsid=AONEandxid=6afa316e

    Google Scholar 

  • Singh, A., Urbano, A., Haston, M., & McMahan, E. (2010). School counselors’ strategies for social justice change: A grounded theory of what works in the real world. Professional School Counseling, 13(3), 135–145.

    Article  Google Scholar 

  • Singham, M. (2003). A special section on the achievement gap: The achievement gap: Myths and reality. Phi Delta Kappan, 84(8), 586. Retrieved from http://link.galegroup.com.ezproxy.neu.edu/apps/doc/A99770737/AONE?u=mlin_b_northestandsid=AONEandxid=e5b1d409

    Article  Google Scholar 

  • Skrla, L., McKenzie, K. B., & Scheurich, J. J. (Eds.). (2009). Using equity audits to create equitable and excellent schools. Thousand Oaks, CA: Corwin Press.

    Google Scholar 

  • Skrla, L., Scheurich, J. J., Garcia, J., & Nolly, G. (2004). Equity audits: A practical leadership tool for developing equitable and excellent schools. Educational Administration Quarterly, 40(1), 133–161. https://doi.org/10.1177/0013161X03259148

    Article  Google Scholar 

  • Stanton-Salazar, R. D. (1997). A social capital framework for understanding the socialization of racial minority children and youths. Harvard Educational Review, 67(1), 1–40.

    Article  Google Scholar 

  • Steele, C. M. (2010). Whistling Vivaldi. New York, NY: W.W. Norton & Co.

    Google Scholar 

  • Strand, P., Smith, R. G., Cotman, T., Robinson, C., Swaim, M., & Crawley, A. (2011). Gaining on the gap: Changing hearts, minds, and practice. Lanham, MD: R&L Education.

    Google Scholar 

  • Stroub, K. J., & Richards, M. P. (2017). Suburbanizing segregation? Changes in racial/ethnic diversity and the geographic distribution of metropolitan school segregation, 2002–2012. Teachers College Record, 119(7), n(7).

    Google Scholar 

  • Suárez-Orozco, C., Yoshikawa, H., Teranishi, R., & Suárez-Orozco, M. (2011). Growing up in the shadows: The developmental implications of unauthorized status. Harvard Educational Review, 81(3), 438–473.

    Article  Google Scholar 

  • Tefera, A., Frankenberg, E., Siegel-Hawley, G., & Chirichigno, G. (2011). Integrating suburban schools: How to benefit from growing diversity and avoid segregation. Civil Rights Project/Proyecto Derechos Civiles.

    Google Scholar 

  • The Aspen Institute Roundtable Education and Society Program. (2018). Pursuing social and emotional learning through a racial equity lens: 5 Strategies for system leaders to take action. Retrieved at https://assets.aspeninstitute.org/content/uploads/2018/05/Aspen-Institute_Framing-Doc_Call-to-Action.pdf?_ga=2.32893374.1066476288.1540132950-290503822.1526507807 on 21 Oct 2018.

  • The Aspen Institute Roundtable on Community Change. (2013). Ten lessons on leading racial change. Washington, D.C.: The Aspen Institute.

    Google Scholar 

  • The Search Institute. (2017). 40 developmental assets. Retrieved from http://page.search-institute.org/40-developmental-assets

  • Theoharis, G. (2007). Social justice educational leaders and resistance: Toward a theory of social justice leadership. Educational Administration Quarterly, 43(2), 221–258.

    Article  Google Scholar 

  • Theoharis, G. (2010). Disrupting injustice: Principals narrate the strategies they use to improve their schools and advance social justice. Teachers College Record, 112(1), 331–373.

    Google Scholar 

  • Tilly, C. (2003). Changing forms of inequality. Sociological Theory, 21(1), 31–36.

    Article  Google Scholar 

  • Torff, B. (2011). Teacher beliefs shape learning for all students. Phi Delta Kappan Magazine, 93(3), 21–23.

    Article  Google Scholar 

  • University of Kansas. (2011). KU study shows suburban schools have worked to ‘hoard’ advantages. Retrieved from http://archive.news.ku.edu/2011/august/16/opportunityhoarding.shtml

  • Vang, C. T. (2006). Minority parents should know more about school culture and its impact on their children’s education. Multicultural Education, 14(1), 20–26.

    Google Scholar 

  • Wells, A. S., Ready, D., Fox, L., Warner, M., Roda, A., Spence, T., & Wright, A. (2014). Divided we fall: The story of separate and unequal suburban schools 60 years after Brown v. Board of Education. The Center for Understanding Race and Education (CURE), Teachers College, Columbia University. Retrieved from https://www.academia.edu/6937670/Divided_We_Fall_The_Story_of_Separate_and_Unequal_Suburban_Schools_60_Years_after_Brown_v._Board_of_Education

  • Wiener, A. (2018). Poverty is moving to the suburbs. The war on poverty isn't keeping up. The Washington Post, AcademiOneFile. http://link.galegroup.com/apps/doc/A533597985/AONE?u=mlin_b_northestandsid=AONEandxid=02fa3c19.

  • Wong, C., Eccles, J., & Sameroff, A. (2003). The influence of ethnic discrimination and ethnic identification on African American adolescents’ school and socioemotional adjustment. Journal of Personality, 71(6), 1197–1232.

    Article  Google Scholar 

  • Wormeli, R., & ProQuest. (2018). Fair isn’t always equal: Assessing and grading in the differentiated classroom.

    Google Scholar 

  • Yale Center for Emotional Intelligence. (n.d.). Emotions matter. Retrieved from http://ei.yale.edu/ruler/ruler-overview/

  • Zmuda, A., Ullman, D., Curtis, G., & Jacobs, H. H. (2015). Learning personalized: The evolution of the contemporary classroom. San Francisco, CA: Wiley.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Isabelle Farrington College of Education, Sacred Heart University, Fairfield, CT, USA

    Deirdra Preis

Authors
  1. Deirdra Preis
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Deirdra Preis .

Editor information

Editors and Affiliations

  1. Soka University of America, Aliso Viejo, CA, USA

    Rosemary Papa

Section Editor information

  1. The Graduate School, Soka University of America, Aliso Viejo, California, USA

    John M. Heffron

Rights and permissions

Reprints and permissions

Copyright information

© 2020 Springer Nature Switzerland AG

About this entry

Check for updates. Verify currency and authenticity via CrossMark

Cite this entry

Preis, D. (2020). Preparing School Leaders to Confront Opportunity Gaps in Suburban Districts. In: Papa, R. (eds) Handbook on Promoting Social Justice in Education. Springer, Cham. https://doi.org/10.1007/978-3-030-14625-2_119

Download citation

Publish with us

Policies and ethics

Search

Navigation