Foreword by: Geneva Gay
Publication Date: April 19, 2010
Series: Multicultural Education Series
While race and culture remain important variables in how young people experience schools, they are often misunderstood by educators and school personnel. Building on three studies that investigated schools successful in closing the achievement gap, Tyrone Howard shows how adopting greater awareness and comprehensive understanding of race and culture can improve educational outcomes.
Important reading for anyone who is genuinely committed to promoting educational equity and excellence for all children, this accessible book:
Tyrone C. Howard is associate professor of education in the division of urban schooling, and faculty director of Center X in the Graduate School of Education & Information Studies at UCLA.
"A solid resource for those interested in thinking about the importance of race and culture in schools in more sophisticated ways…It squarely addresses the under-theorization of race as a factor in the analysis of students' school performance, moving the field foward appreciably."
"Howard has produced a book that sheds light into abating the achievement gap in education by incrorporating important prior literature and silent theories that can be implemented to further enhance educational outcomes of all students."
—The Journal of Negro Education
"The reader is left with a feeling of urgent, personal, moral responsibility to participate in the cause. Why Race and Culture Matter in Schools gives educators at all levels an excellent primer of the achievement gap, its causes, and remedies."
—International Journal of Multicultural Education
“This book is at times disheartening and at other times inspiring; sometimes anguishing but always enlightening.”
—From the Foreword by Geneva Gay, University of Washington–Seattle
“Tyrone Howard provides a multi-dimensional and textured look at why students of color continue to struggle in the nation's schools. However, he does not stop there. This book points toward the solutions we have been seeking—partnerships, principles, and persistence.”
—Gloria Ladson-Billings, University of Wisconsin–Madison