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EXAMINING PAST INEQUALITIES TO CHANGE THE FUTURE.

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Title: EXAMINING PAST INEQUALITIES TO CHANGE THE FUTURE.
Authors: Kitzmiller, Erika M. (AUTHOR)
Source: High School Journal. Fall2024, Vol. 108 Issue 1/2, p8-13. 6p.
Subjects: School districts, White youth, Educational standards, Career development, Educational finance, Segregation in education, Suburbs
Abstract: The article focuses on the historical evolution of high schools in the United States, emphasizing the persistent inequalities that have shaped their development. It discusses how the establishment and expansion of public high schools were contentious, often reflecting class, gender, and racial disparities, particularly in urban areas like Philadelphia. The author highlights the resistance from working-class and immigrant communities against funding high schools, which were perceived as reinforcing social advantages for affluent, predominantly White families. The article also examines the ongoing struggles for educational equity, particularly in light of recent events such as the COVID-19 pandemic, which have further exposed and exacerbated existing disparities in resources and opportunities within high schools. [Extracted from the article]
Copyright of High School Journal is the property of University of North Carolina Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: EXAMINING PAST INEQUALITIES TO CHANGE THE FUTURE.
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  Data: <searchLink fieldCode="AR" term="%22Kitzmiller%2C+Erika+M%2E%22">Kitzmiller, Erika M.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22High+School+Journal%22">High School Journal</searchLink>. Fall2024, Vol. 108 Issue 1/2, p8-13. 6p.
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  Data: <searchLink fieldCode="DE" term="%22School+districts%22">School districts</searchLink><br /><searchLink fieldCode="DE" term="%22White+youth%22">White youth</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+standards%22">Educational standards</searchLink><br /><searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+finance%22">Educational finance</searchLink><br /><searchLink fieldCode="DE" term="%22Segregation+in+education%22">Segregation in education</searchLink><br /><searchLink fieldCode="DE" term="%22Suburbs%22">Suburbs</searchLink>
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  Label: Abstract
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  Data: The article focuses on the historical evolution of high schools in the United States, emphasizing the persistent inequalities that have shaped their development. It discusses how the establishment and expansion of public high schools were contentious, often reflecting class, gender, and racial disparities, particularly in urban areas like Philadelphia. The author highlights the resistance from working-class and immigrant communities against funding high schools, which were perceived as reinforcing social advantages for affluent, predominantly White families. The article also examines the ongoing struggles for educational equity, particularly in light of recent events such as the COVID-19 pandemic, which have further exposed and exacerbated existing disparities in resources and opportunities within high schools. [Extracted from the article]
– Name: AbstractSuppliedCopyright
  Label:
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  Data: <i>Copyright of High School Journal is the property of University of North Carolina Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=186667405
RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1353/hsj.2024.a966223
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      – Code: eng
        Text: English
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      Pagination:
        PageCount: 6
        StartPage: 8
    Subjects:
      – SubjectFull: School districts
        Type: general
      – SubjectFull: White youth
        Type: general
      – SubjectFull: Educational standards
        Type: general
      – SubjectFull: Career development
        Type: general
      – SubjectFull: Educational finance
        Type: general
      – SubjectFull: Segregation in education
        Type: general
      – SubjectFull: Suburbs
        Type: general
    Titles:
      – TitleFull: EXAMINING PAST INEQUALITIES TO CHANGE THE FUTURE.
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              M: 09
              Text: Fall2024
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              Y: 2024
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              Value: 108
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