Disadvantage and Privilege in our Schools: How Teachers, Psychologists and Policymakers can do Better. Issue 1 (22nd January 2014)

• Record Type: Journal Article
• Authors: Williams, Wendy R.; Carter, Kristina A.
• Is Part Of: Analyses of social issues and public policy. Volume 14:Issue 1(2014)
• Page Start: 415
• Page End: 418
• Publication Date: 2014-01-22
• Subjects: Social policy -- Psychological aspects -- Periodicals; Social psychology -- Periodicals; 361.6105
• DOI: 10.1111/asap.12045
• Languages: English
• ISSNs: 1529-7489

Abstract

<abstract abstract-type="main"> <title> <x xml:space="preserve">Abstract</x> </title> <p>By examining the ways in which teachers address social class in an economically integrated school, White, Mistry, &amp; Chow (<xref ref-type="link" rid="asap12045-bib-0009">2013</xref>) call attention to a critical gap in the educational system. Their analysis indicates that although teachers are comfortable discussing diversity in a number of areas, social class diversity is not covered with the same care as other domains. The current paper uses White at al. (<xref ref-type="link" rid="asap12045-bib-0009">2013</xref>) as a starting point to discuss how teachers, psychologists, and policy‐makers can better educate students about both social class privilege and disadvantage.</p> </abstract>