The book is appropriate for students at all levels. In particular, students in education, sociology, ethnic studies, or gender studies would benefit by reading her work as would parents, policy makers, teachers, and educational administrators dedicated to promoting social justice. Stoll strongly advocates that policy makers and administrators speak with teachers, meet families and students, and visit classrooms before making policy decisions. She offers no easy answers to the myriad problems confronting educators. Instead, Stoll provides a compelling argument to examine carefully the lives of students and teachers to do antiracist and antisexist social justice work in education.
What if teachers were encouraged to challenge the institutional (and societal) inertia towards color-blind interpretations of existing racial (and gender) realities? An interesting question that, unfortunately, does not reflect the realities of elementary education and the teachers that motivate it in the United States. Laurie Cooper Stoll, in Race and Gender in the Classroom, explores the navigations that elementary teachers are daily engaged in as they teach young children to be anything they can be, regardless of race or gender location in the matrix of experience—despite personally knowing differently. Using a critical institutional ethnography we are transported to the daily paradoxes of elementary education in this stunning achievement.
Supposedly, this is a post-racial and post-gendered age. And it may well be for people who are neither female nor a member of a minority. Here, Stoll finds many teachers, who care deeply about their students, who are nevertheless oblivious to the opinions they express that reinforce racism and sexism. Stoll astutely finds the differences between classrooms that merely play the tune and ones that truly live the life; she examines constructing the color-blind and gender-blind classroom, multiculturalism and tracking, the problems of gender in the gender-blind classroom, responses to privilege and mapping, learning to locate ruling relationships, and subtle arts of confronting paradox. This should be read by teachers and administrators who are perpetuating the myths so they, their classrooms, and their students can have true racial and gender equality. Stoll is both impassioned and persuasive
In this wonderfully nuanced book, Laurie Cooper Stoll analyzes how schools and teachers construct the ‘color and gender-blind classroom’ and fail to confront race and gender inequality. The author skillfully demonstrates how, despite a stated commitment to social equality, educational policies and practices create and reinforce an environment where race and gender do not matter and inequality is not challenged. Race and Gender in the Classroom is an important book for those concerned with educational equity and social justice.
The modernization theories employed to analyze progress in the Global South years ago explained that improvements in living conditions and representative government become catalysts for accelerated expectations among the people affected. The net result and the interesting irony is that people become increasingly less satisfied with their lot even as modernization continues. Probably unintentionally, Stoll provides a case study of that phenomenon as it relates to U.S. schools. With little reference to the progress since, for example, Brown v. Board of Education, she is highly critical of 'the systemic and institutional nature of race and gender in our schools.' The crux of the matter and Stoll's thesis is that race-blind and gender-blind classrooms have actually produced racialized and genderized outcomes. The fault is primarily the use of traditional procedures, such as grouping students according to ability to simplify classroom activities, and the perpetuation of social privilege that educators and white students, particularly males, have historically enjoyed. For those who see schools' first priority as social change rather than, for example, academic accomplishment, this book will provide grist for the mill. Summing Up: Recommended. Upper-division undergraduate, graduate, and research collections.
Ultimately, Race and Gender in the Classroom’s biggest contribution to the literature is the exploration of gender-blind sexism and social equality maxim among teachers. Race and Gender in the Classroom is highly accessible, readable, and relies on rich quotes from teachers. Overall, this book would be a must-have book for courses in sociology of race and ethnicity, sociology of gender, and sociology of education.
The modernization theories employed to analyze progress in the Global South years ago explained that improvements in living conditions and representative government become catalysts for accelerated expectations among the people affected. The net result and the interesting irony is that people become increasingly less satisfied with their lot even as modernization continues. Probably unintentionally, Stoll provides a case study of that phenomenon as it relates to U.S. schools. With little reference to the progress since, for example, Brown v. Board of Education, she is highly critical of 'the systemic and institutional nature of race and gender in our schools.' The crux of the matter and Stoll's thesis is that race-blind and gender-blind classrooms have actually produced racialized and genderized outcomes. The fault is primarily the use of traditional procedures, such as grouping students according to ability to simplify classroom activities, and the perpetuation of social privilege that educators and white students, particularly males, have historically enjoyed. For those who see schools' first priority as social change rather than, for example, academic accomplishment, this book will provide grist for the mill. Summing Up: Recommended. Upper-division undergraduate, graduate, and research collections.
The modernization theories employed to analyze progress in the Global South years ago explained that improvements in living conditions and representative government become catalysts for accelerated expectations among the people affected. The net result and the interesting irony is that people become increasingly less satisfied with their lot even as modernization continues. Probably unintentionally, Stoll provides a case study of that phenomenon as it relates to U.S. schools. With little reference to the progress since, for example, Brown v. Board of Education, she is highly critical of 'the systemic and institutional nature of race and gender in our schools.' The crux of the matter and Stoll's thesis is that race-blind and gender-blind classrooms have actually produced racialized and genderized outcomes. The fault is primarily the use of traditional procedures, such as grouping students according to ability to simplify classroom activities, and the perpetuation of social privilege that educators and white students, particularly males, have historically enjoyed. For those who see schools' first priority as social change rather than, for example, academic accomplishment, this book will provide grist for the mill. Summing Up: Recommended. Upper-division undergraduate, graduate, and research collections.
Ultimately, Race and Gender in the Classroom’s biggest contribution to the literature is the exploration of gender-blind sexism and social equality maxim among teachers. Race and Gender in the Classroom is highly accessible, readable, and relies on rich quotes from teachers. Overall, this book would be a must-have book for courses in sociology of race and ethnicity, sociology of gender, and sociology of education.
In this wonderfully nuanced book, Laurie Cooper Stoll analyzes how schools and teachers construct the ‘color and gender-blind classroom’ and fail to confront race and gender inequality. The author skillfully demonstrates how, despite a stated commitment to social equality, educational policies and practices create and reinforce an environment where race and gender do not matter and inequality is not challenged. Race and Gender in the Classroom is an important book for those concerned with educational equity and social justice.
