The number of African Americans and Latino/as receiving undergraduate and advanced degrees in computer science is disproportionately low, according to recent surveys. And relatively few African American and Latino/a high school students receive the kind of institutional encouragement, educational opportunities, and preparation needed for them to choose computer science as a field of study and profession. In Stuck in the Shallow End, Jane Margolis looks at the daily experiences of students and teachers in three Los Angeles public high schools: an overcrowded urban high school, a math and science magnet school, and a well-funded school in an affluent neighborhood. She finds an insidious “virtual segregation” that maintains inequality. Two of the three schools studied offer only low-level, how-to (keyboarding, cutting and pasting) introductory computing classes. The third and wealthiest school offers advanced courses, but very few students of color enroll in them. The race gap in computer science, Margolis finds, is one example of the way students of color are denied a wide range of occupational and educational futures. Margolis traces the interplay of school structures (such factors as course offerings and student-to-counselor ratios) and belief systems—including teachers' assumptions about their students and students' assumptions about themselves. Stuck in the Shallow End is a story of how inequality is reproduced in America—and how students and teachers, given the necessary tools, can change the system.
The number of African Americans and Latino/as receiving undergraduate and advanced degrees in computer science is disproportionately low, according to recent surveys. And relatively few African American and Latino/a high school students receive the kind of institutional encouragement, educational opportunities, and preparation needed for them to choose computer science as a field of study and profession. In Stuck in the Shallow End, Jane Margolis looks at the daily experiences of students and teachers in three Los Angeles public high schools: an overcrowded urban high school, a math and science magnet school, and a well-funded school in an affluent neighborhood. She finds an insidious “virtual segregation” that maintains inequality. Two of the three schools studied offer only low-level, how-to (keyboarding, cutting and pasting) introductory computing classes. The third and wealthiest school offers advanced courses, but very few students of color enroll in them. The race gap in computer science, Margolis finds, is one example of the way students of color are denied a wide range of occupational and educational futures. Margolis traces the interplay of school structures (such factors as course offerings and student-to-counselor ratios) and belief systems—including teachers' assumptions about their students and students' assumptions about themselves. Stuck in the Shallow End is a story of how inequality is reproduced in America—and how students and teachers, given the necessary tools, can change the system.
For National Bullying Prevention Month, which takes place annually in October, we are highlighting books that raise awareness on the effects that bullying can have on young people and how to be a better ally to those who might be a target of bullying. Here is a selection of titles that we encourage you to
The Penguin Random House Education Middle School and High School Digital Collections feature outstanding fiction and nonfiction from the children’s, adult, DK, and Grupo Editorial divisions, as well as publishers distributed by Penguin Random House. Peruse online or download these valuable resources to discover great books in specific topic areas such as: English Language Arts,
Thank you for your interest in DK Learning | Phonic Books. To download the DK Learning | Phonic Books sampler with four complete readers, please click here and complete the form. Once your information is successfully submitted, a link to download the sampler will be provided on the confirmation screen. Click here to explore phonics
All reading communities should contain protected time for the sake of reading. Independent reading practices emphasize the process of making meaning through reading, not an end product. The school culture (teachers, administration, etc.) should affirm this daily practice time as inherently important instructional time for all readers. (NCTE, 2019) The Penguin Random House High
Translanguaging is a communicative practice of bilinguals and multilinguals, that is, it is a practice whereby bilinguals and multilinguals use their entire linguistic repertoire to communicate and make meaning (García, 2009; García, Ibarra Johnson, & Seltzer, 2017) It is through that lens that we have partnered with teacher educators and bilingual education experts, Drs.
