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- W4313258830 endingPage "339" @default.
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- W4313258830 abstract "Majority-White schools in the United States have been found to produce better academic outcomes than schools with high concentrations of students of color. This paints the false image that majority-White schools are the optimal learning space when in fact Black students face many complex and subtle challenges within these school settings. Guided by critical race theory and system justification theory, this embedded case study aims to first capture the racial status quo of a majority-White high school, and subsequently explore the diverse ways Black students within that school experience the racial status quo. The results point to a cycle of racial inequity stemming from White normativity and racial unknowing. Although some students were highly critical of this, others found ways to rationalize injustices. Based on the results, suggestions are made for transforming the racial status quo of majority-White schools to ensure all students have equitable opportunities to succeed." @default.
- W4313258830 created "2023-01-06" @default.
- W4313258830 creator A5024017681 @default.
- W4313258830 date "2023-01-13" @default.
- W4313258830 modified "2023-09-30" @default.
- W4313258830 title "The Toll of the Racial Status Quo" @default.
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- W4313258830 doi "https://doi.org/10.4018/978-1-6684-5705-4.ch016" @default.
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