Rac(e)ing to Class: Confronting Poverty and Race in Schools and Classrooms by H. Richard Milner IV

by H. Richard Milner IV

In this incisive and practical book, H. Richard Milner IV provides educators with a crucial understanding of how to teach students of color who live in poverty. Milner looks carefully at the circumstances of these students’ lives and describes how those circumstances profoundly affect their experiences within schools and classrooms. In a series of detailed chapters, Milner proposes effective practices—at district and school levels, and in individual classrooms—for school leaders and teachers who are committed to creating the best educational opportunities for these students. Building on established literature, new research, and a number of revelatory case studies, Milner casts essential light on the experiences of students and their families living in poverty, while pointing to educational strategies that are shaped with these students' unique circumstances in mind. Milner’s astute and nuanced account will fundamentally change how school leaders and teachers think about race and poverty—and how they can best serve these students in their schools and classrooms.

Genres: Education, Grad School, Race, Teaching, Read For School, Nonfiction

Library Binding

First published April 1, 2015

Reviews

[Donald Zepeda · Rating 4 out of 5]

It was good.

[Kiki · Rating 4 out of 5]

Must read for anyone working in education.

[Kim · Rating 4 out of 5]

Milner begins by presenting cogent and compelling evidence for the need for educators and educational systems to explicitly address race and poverty through all elements of education, from policy to instructional practices and school culture to teacher education. He follows the evidence with practical recommendations, delineating 4 areas for school and district policy level reform, 4 areas for school and classroom instructional reform, and 4 areas for teacher education curriculum reform.
The case studies chapter presents opportunities to explore his recommendations in practice and could provide great material for PLC dialogue.

[Crystal · Rating 4 out of 5]

This was the common reading this year at the Harvard Graduate School of Education, and alumni were offered a discount so I bought it. Although the main theme is how teachers and administrators should deal with race and poverty in schools and classrooms in the US, the principles apply to any teaching situation where the teachers and students do not share racial and/or class background. In that sense, it was a good reminder to me be aware of how I may be communicating "whiteness" or even "American-ness" to my Japanese students. I hope the book sparked many fruitful discussions at HGSE.

[Abram Guerra · Rating 4 out of 5]

Very useful as a resource for understanding the intersection of race and poverty as they relate to educating our young people (including some great citations of important papers throughout). Spends a lot of time in the nuts and bolts of instruction and school leadership, which is very useful for some, but a little less useful for those who (like me) are in more of a policy/administration role. Ultimately worth a read for anyone working in urban education, or any education environment where race, poverty, and intersectionality are a factor.

[Lorette · Rating 3 out of 5]

For educators and teachers, Milner gives specific recommendations on how the institution of K-12 education can improve educational and other outcomes for students, particularly Students of Color and those from impoverished backgrounds.

[Mary Sue · Rating 4 out of 5]

read for HGSE'S summer reading requirement. I really appreciated the author's nuanced, fair handling of a tricky issue.

[Holly Schauer · Rating 5 out of 5]

Equity in education is becoming a huge area of dedication for me. This book is my favorite source thus far. Well-written, compelling, and based as much on research as experience. Loved it.

[Mills College Library]

371.82 M6597 2015

[John · Rating 2 out of 5]

Gonna' do ed reform like it's 1992.