TY  - SER
AU  - Daniel D. Liou, 
AU  - Rotheram-Fuller, Erin 
TI  - Where Is the Real Reform? African American Students and Their School’s Expectations for Academic Performance
PY  - 2019///
PB  - Sage
KW  - ecology of education,
KW  - race and ethnicity,
KW  - school reform,
KW  - school expectancy theory
KW  -  self-fulfilling prophecy
KW  -  small schools
KW  -  teacher belief
KW  -  urban education
N2  - Although education reforms have been designed to improve academic achievement for all students, there may be intervening factors, such as teacher expectations, that interfere with the success of these initiatives. This ethnographic case study examined student and teacher perspectives on an urban high school reform, and how that reform was experienced within the classroom by African American students. Findings suggest that these African American students felt a strong sense of positive identity with their small school, despite racist public perceptions of it. Within the classroom, students continued to face persistent low academic expectations despite the school’s pursuits of equity
UR  - https://doi.org/10.1177/0042085915623340
ER  -