Conference 2002

2002 Sociology of Education Association Conference
Race, Ethnicity, and Urban Education in the 21st Century:
The New Demographic Context & Its Sociological Implications

February 22-24, 2002
Pacific Grove , California
Asilomar Conference Center

Friday, February 22, 2002

4 – 6 PM Registration

6- 7:25 PM Dinner

7:30-7:40 PM Welcome & Introduction of Speaker: Christine Sleeter, CSU Monterey Bay,
President, SEA, & Ricardo Stanton-Salazar, SEA Program Chair, 2001-2002

7:40 – 8:30 PM Keynote Address:

Samuel R. Lucas, Ph.D.
Department of Sociology, University of California, Berkeley
Author of Tracking Inequality: Stratification and Mobility in American Schools

Title of Talk: “Re-Visioning Policy in an Effectively Maintained Inequality Regime”

8:30 – 9 PM Discussion

9 – 9:45 PM PANEL 1

REPRODUCTION & RESISTANCE / CRITICAL RACE THEORY ********************************************************

Agency and Structure in a Science Class: Examining the Dialectical Relationship at the Micro Level

Gale Seiler, Rutgers University, Newark

Argues that standards-driven science curriculum was in part linked with the students’ oppositional behavior and that together they were ensuring that the students do poorly in school, and remain trapped in their secondary social and economic positions. Uses microethnographic and discourse analysis techniques; examines audio and video tapes of in-class and out-of-class interactions and student narratives in order to understand how the class afforded and constrained student agency

Critical Race Theory and Social Reproduction Discourse.

Ricky Lee Allen, The University of New Mexico.

Critiques the conceptualization of race in social reproduction theory…using a critical race theory perspective; “Ain’t no Makin It” is reconceptualized.

9:45 PM Reception

Saturday, February 23, 2002
7 – 8:30 AM Breakfast

8:30-10:00 AM PANEL 2 (1 hour and 30 minutes)

SOCIAL BACKGROUND & Differential Achievement Outcomes *************************************************

Assessing the Effect of Density of Co-Ethnic and Immigrant Communities on the Educational Attainment and Achievement of Children born in Immigrant Households.

Gabriella C. Gonzalez, Harvard University.

Using NELS data, paper examines how growing up in a community with a large proportion of immigrants and co-ethnic peers affects 1st and 2nd generation children’s schooling success. Neighborhood effects examined.

Being Bilingual in the U.S.: Language Outcomes and Opportunities for Latinos

Amy Lutz, State University of New York, at Albany.

Investigates how social factors influence Latino children’s language outcomes as bilinguals or monolinguals. Study also examines how children’s proficiency in and use of English and Spanish affects educational attainment and career mobility. Utilizing data from NELS:88, the research seeks to answer two basic questions about bilingual attainment.

Peer Cultures, Self-Images and School Retention Among Latinos

Nilda Flores-Gonzalez, University of Illinois at Chicago

Study focuses on how the social environment of the local high school shapes students’ identity, and how the feeling of “being on the edge” is articulated by stayers, leavers, and returners alike. Students at Hernandez High experience peer pressure to subscribe to one of two peer cultures: one school-oriented and the other street-oriented. (Ethnographic study)

10-10:30 AM Break

10:30-12:00 PANEL 3 (1 hour and 30 minutes)



Longitudinal Trends in Charter School Enrollment Across Two State Contexts: California and Minnesota

Jeanne M. Powers, University of California, San Diego

Compares longitudinal trends in charter school enrollment in two states, California and Minnesota from 1993 to 1999. After a brief discussion of some of the methodological issues in assessing trends in charter school enrolment, study compares trends in the enrollment for White, African American and Latino students in charter schools. Turns finally to the issue of whether or not charter schools are “distinct” from all public schools.

Charter Schooling and the Shifting Politics of Race

Lisa M. Stulberg, Harvard University

Examines the West Oakland Community School as an African American charter school—ethnographic fieldwork

How Do Residential and Public Schooling Options Shape Private School Enrollments? Effects of Metropolitan Racial and Socioeconomic Context

Sean F. Reardon & John T. Yun, Pennsylvania State University

Investigates the extent to which racial and socioeconomic preferences shape families’ decisions about enrolling their children in private schools. It does so by examining the effect of racial, socioeconomic, and structural characteristics of families and metropolitan area school markets on families’ private school enrollment decisions.

12:00 to 12:50 PM Lunch (in Conference Room not cafeteria)

1:00–1:45 PM PANEL 4 (45 minutes)

PARENT INVOLVEMENT / TEACHER EDUCATION: Qualitative Studies on Teachers and Parents in the Schooling Process ***************************************************

The Role of Culture in Inner-City Parent Involvement Programs

Cosio, Maria Martinez. University of California, San Diego

Examines parent involvement in a San Diego inner-city school; challenges mainstream models of parent involvement where culture is striped away

Teacher Participation in Resistance to Educational Success in Urban Enclaves of California and Northern England

June A. Gordon. University of California, Santa Cruz

Examines the perceptions and attitudes of teachers towards low-income and minority students and their families that perpetuate lack of success and progress toward higher education professional careers. Interviews with teachers (qualitative).

1:45–2:30 PM PANEL 5 (45 minutes)

RACIALIZED IDENTITIES ***************************************

School Racial Context and Intergroup Attitudes Among White High School Students

Tyrone Forman & Amanda Lewis. University of Illinois at Chicago

Investigate the effect of school racial composition on young whites’ racial attitudes but also expands our understanding of such effects in four significant ways. The data used in this research are drawn from two sources: the 1996 Monitoring the Future Survey (MTF) collected by the Survey Research Center at the University of Michigan and the 1996 Common Core Data (CCD) collected by the National Center on Educational Statistics (NCES).

The Growing Mixed-Race Population of School-Age Children in California: A Look at Census 2000 Data

Alejandra López, Stanford University.

Examines the growing mixed-race population of school-age children—using Census 2000 data

2:30-3:30 PM SEA Featured Speaker (one hour)

Michele Foster, Ph.D.
School of Educational Studies, Claremont Graduate University

Title of Talk: “Will truth set you free?: The racial politics of criticism in educational institutions”

3:30-5:00 PM Business Meeting

5:00-6:00 PM ‘Do Your Own Thing’ (e.g., Walk on the Beach)

6:00-7:30 PM Dinner

7:30-9:30 PM Evening Program (2 hours)

7:30-8:00 PM



The Positive and Negative Consequences of High School Graduation Exams: An Archival Time Series Analysis

Audrey Amrein. Arizona State University.

The purpose of this study was first to assess whether high school graduation exams have indeed had the positive consequences for which they are so often implemented. State-level data archives pertaining to academic achievement were constructed using American College Testing (ACT), Scholastic Aptitude Testing (SAT), National Assessment of Educational Progress (NAEP), and Advanced Placement (AP) Exam data.

8:00-9:00 PM 2002 SEA Keynote Speaker (Introduction by SEA Program Chair)

Jean Anyon, Ph.D.
City University of New York, Graduate Center
Author of Ghetto Schooling: A Political Economy of Urban Educational Reform

Title of Talk: “Social Policy and Urban Education: Macroeconomic, Regional, and Local Arenas.”

9:00-9:30 PM Discussion

9:30 PM Reception

Sunday, February 24, 2002
7– 9:00 AM Breakfast

9-10:30 AM PANEL A (one hour and a half)

Learning Capital: College Access and the Logic of the American High School

Jeannie Oakes, and associates. GSEI, University of California, Los Angeles

SYMPOSIUM will present various studies from book-in-progress, tentatively entitled, Learning Capital: College Access and the Logic of the American High School. The authors draw from and go beyond Pierre Bourdieu’s theory to shed light on how educational inequality is sustained and challenged at Capital High. The different research projects sought to understand the pathways, students and their families take through a racially and socioeconomically diverse community beginning in elementary school, into high school, and onto postsecondary options.

10:30-10:45 AM Break

10:45 AM-12:15PM PANEL B (one hour and a half))

UCLA/Oakes Symposium continued.

12:15 PM Lunch (Conference Over)


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