B<span class="small-caps">ook</span>/M<span class="small-caps">edia</span> R<span class="small-caps">eviews</span>

Abstract

Despite the Best Intentions: How Racial Inequality Thrives in Good Schools, by Amanda E. Lewis and John B. Diamond. Cary, NC: Oxford University Press, 2015, 249 pp., $27.95, hardback.The book Despite the Best Intentions highlights the complexity of the problem of the achievement gap and racism throughout public education, through a case study method of a high school. book explores the racial disparities in a diverse and highly funded school, within a community that affords the school with a steady stream of financial support, in a liberal city. city attracts perspective residents due to the diversity within the community. school, however, is almost completely racially segregated. Students in or level classes are often and Latina/o, while the honors and Advanced Placement (AP) classes are majority White students.The tone of the book is one of acknowledgment yet bewilderment. Bewilderment because school staff are aware of the problems but struggle to enact policies that change the racial segregation of the school. In each chapter teachers, students, and staff members of the school acknowledge the segregation and discrimination within the school, however, are unclear on how to rectify the situation, or unwilling to create change. For example, in chapter three, the authors state that there are patterns of implementation of discipline at Riverview, differential selection, a focus on minority student behavior, and the intermingling of race, class, gender, and cultural style that affected students' interactions with school officials. The coupling of more subtle forms of discrimination with a color-blind discourse on racial inequality has made it more difficult for people to know when discriminatory practices are at work (p. 24). authors explore the community and their perceptions within the school. Many of the students believed that others feel as though they have no aspirations for high achievement but the truth is contrary to that. Black students' educational aspirations are actually higher than those held by white students across multiple datasets (p. 28). authors also explore the culture of the students within the school. They found that Blacks were not bullied for being smart, in fact, students are more likely to bully low-performing students. authors also discuss the attitude-achievement paradox. This paradox is one that acknowledges that students have goals of getting a postsecondary education but did worse in K-12. They also report studying and paying attention more than the White students, and they understood less of the content than White students and are less likely to turn in homework. This paradox is at the heart of the racial achievement gap. While students want to get a postsecondary education, the K-12 education system fails to adequately prepare them. Many students report feeling as though there are two schools in one.Riverview High School uses a tracking system to categorize students into basic and advanced. Those who were not in honors classes in 8th grade or recommended by a teacher, enter Riverview in the basic track. This track contains all the required classes; however, the rigor is significantly lower than the advanced track. Also, those in the basic track are taught by new or ineffective teachers. While those who were in advanced classes or excelled in 8th grade are placed on the advanced track, which includes honors and Advance Placement (AP) classes with the best teachers in the school. There are few students in the advanced track, which causes feelings of alienation of those students. Those students who are on the basic track realize that the school has little hope and low expectations from them. This dynamic is a constant reminder of the privilege of the White students and the lack of opportunity for students. Beyond a lack of academic success, students also experience racism and discrimination within the discipline system of the school. …