Using data collected from 17 weeks of observation in a second-grade classroom, this paper addresses how the dual status of race and class can potentially contradict with white, middle class standards, values, and norms that most public schools are based on. Beyond conceptualizing the impact these issues had in the primary classroom environment, the author suggests a relatively contemporary institutional and curricular restructuring known as “Universal Design of Learning” as a potential mediator for race and class circumstances.
Ariel Glasman, ’11
Major: Elementary Education, Sociology
Sponsor: Jill Heinrich