Download Unequal City: Race, Schools, and Perceptions of Injustice by Carla Shedd PDF
By Carla Shedd
Shedd attracts from an array of information and in-depth interviews with Chicago formative years to supply new perception into this understudied team. targeting 4 public excessive faculties with differing scholar our bodies, Shedd unearths how the predominantly low-income African American scholars at one university stumble upon hindrances their extra prosperous, white opposite numbers at the different part of the town don't face. teenagers usually go back and forth lengthy distances to wait tuition which, as a result of Chicago’s segregated and hugely unequal neighborhoods, can contain crossing category, race, and gang strains. As Shedd explains, the deprived young people who traverse those limitations day-by-day increase a willing “perception of injustice,” or the popularity that their fiscal and academic possibilities are constrained by means of their position within the social hierarchy.
teens’ worldviews also are prompted via encounters with legislations enforcement whereas touring to varsity and through tuition hours. Shedd tracks the increase of steel detectors, surveillance cameras, and pat-downs at definite Chicago colleges. in addition to police systems like stop-and-frisk, those prison-like practices bring about mistrust of authority and emotions of powerlessness one of the children who event mistreatment both firsthand or vicariously. Shedd reveals that the racial composition of the scholar physique profoundly shapes scholars’ perceptions of injustice. The extra various a college is, the much more likely its scholars of colour will realize whether or not they are topic to discriminatory therapy. against this, African American and Hispanic early life whose faculties and neighborhoods are either hugely segregated and hugely policed are much less more likely to comprehend their person and team drawback as a result of their loss of publicity to early life of differing backgrounds.
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Extra resources for Unequal City: Race, Schools, and Perceptions of Injustice
Example text
Her strong distaste for traveling all the way across the city for school is clear, but this ninth-grader has no choice in the matter. Michelle’s cousin went to a top Ivy League school after graduating from Lincoln Park High, so her Filipino parents are adamant that their daughter will fulfill their immigrant dreams by following the same path. Lincoln Park acts as a guarantor of her successful future. Much farther south, on the other side of Chicago, Alex wakes up early enough to leave his home by 7:00 AM.
Each of these categories can be a marker of power or its opposite; these young people often experienced the latter, powerlessness, in at least one (if not all) of these categories. These components of identity—and the relative power or powerlessness deriving from each—shaped these teens’ beliefs about their opportunities for mobility, from finding a good job to living in a nice house to driving a fancy car. For these young people, as it is for all of us, their visions 18 Unequal City of the future were shaped to a great extent by their experiences in the present.
Many of the youth surveyed and interviewed for this work expressed feelings of powerlessness and an understanding of inequality that originated in one or more of the essential components of identity—age, race, gender, and class. Each of these categories can be a marker of power or its opposite; these young people often experienced the latter, powerlessness, in at least one (if not all) of these categories. These components of identity—and the relative power or powerlessness deriving from each—shaped these teens’ beliefs about their opportunities for mobility, from finding a good job to living in a nice house to driving a fancy car.