•   •   •   •

Download the Paper (489 K, PDF file) - October 1, 2002 Tell a colleague about it. Printing Tips: Select 'print as image' in the Acrobat print dialog if you have trouble printing.

ABSTRACT:
Michelle Fine examines how facilities’ problems, exposure to high levels of under-credentialed teachers, substantial teacher turnover, and inadequate books and materials produce adverse psychological and academic effects on children and adolescents attending schools with these characteristics. Using multiple methods of data collection across a diverse sample of elementary, middle school, high school, and college youth, Fine uses the voices of students to expose the adverse consequences of substandard schooling. She reveals that schools are not neutral institutions through which students pass without being affected. Indeed, the conditions in the schools that are the subject of Williams v. California have psychological, academic, and ultimately economic consequences that substantially worsen already existing social inequities. Despite the fact that poor and working class youth are asking for clean and safe school environments, quality educators, and rigorous instruction, the evidence suggests that the more years they spend in their schools, the more shame, anger, and mistrust they develop, and the more their engagement declines. Fine concludes that these schools are educating low-income youth and youth of color away from academic mastery and democracy and toward academic ignorance and civic alienation.

SUGGESTED CITATION:
Michelle Fine, "Civic Lessons" (October 1, 2002). UCLA's Institute for Democracy, Education, & Access. Williams Watch Series: Investigating the Claims of Williams v. State of California. Paper wws-rr003-1002.
http://repositories.cdlib.org/idea/wws/wws-rr003-1002