Review of Despite the best intentions: How racial inequality thrives in good schools


  • Steven D. Drouin Stanislaus State University


Author Biography

Steven D. Drouin, Stanislaus State University

Steven Drouin, EdD, taught high school history for nine years and is currently an assistant professor at Stanislaus State University in the Adanved Studies in Education Department. His academic interests include social studies education, heterogenous instruction, race, and detracking.


Bronson, P., & Merryman, A. (2011) Nurture shock: New thinking about children. New York, NY: Twelve.

Fordham, S., & Ogbu, J. U. (1986). Black students’ school success: Coping with the “Burden of Acting White.” Urban Review 18, 176-206.

Lewis, A. (2004). Race in the schoolyard: Negotiating the color line in classrooms and communities. New Brunswick, New Jersey: Rutgers University Press.

Lucas, S., & Berends, M. (2002). Sociodemographic diversity, correlated achievement, and de facto tracking. Sociology of Education 75(4), 328-348.

Noguera, P., & Wing, J. (2006). Unfinished business: Closing the racial achievement gap in our schools. San Francisco: Josey-Bass.

Oakes, J. (2005). Keeping track: How schools structure inequality. New Haven, CT: Yale University Press.

Ogbu, J. U. (1974). The next generation: An ethnography of education in an urban neighborhood. New York: Academic Press.

Ogbu, J. U. (1978). Minority education and caste. New York: Academic Press.

Ogbu, J. U. (1994) Racial stratification and education in the United States: Why inequality persists. The Teachers College Record 96(2), 264-298.

Welner, K. G., & Burris, C. C. (2006). Alternative approaches to the politics of detracking. Theory Into Practice, 45(1), 90-99.




How to Cite

Drouin, S. D. (2016). Review of Despite the best intentions: How racial inequality thrives in good schools. Education Review, 23.



Book reviews