This Article Full Text Full Text (PDF) Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Morris, J. E. Articles by Monroe, C. R. Search for Related Content Social Bookmarking                         What's this?

Why Study the U.S. South? The Nexus of Race and Place in Investigating Black Student Achievement

JEROME E. MORRIS is an associate professor in the College of Education, and director of the Race, Class, Place and Outcomes Research Group at the Institute for Behavioral Research (where he also serves as a research fellow) at the University of Georgia, 131 Rivers Crossing, Athens, GA 30602; jemorris{at}uga.edu. His research focuses on the sociology and anthropology of education and examines the intersection of race, class, gender, and immigrant status with social and educational policies.

CARLA R. MONROE is a research scientist with the Institute for Behavioral Research at the University of Georgia, 514 Boyd Graduate Studies Building, Athens, GA 30602; crmonroe{at}uga.edu. Her work focuses on the sociology of education, particularly as related to race, gender, social class, and immigration.

This article highlights the significance of the U.S. South in scholarly discussions regarding the academic achievement gap involving Black students. Despite national concern, patterns embedded in Black student achievement as related to geographical influences generally are ignored, especially in the South, where the majority of Black people in the United States reside. The authors refine the scholarship on the Black–White achievement gap through an analysis of racialized national spaces and population shifts, to set forth a more comprehensive understanding of school achievement than previously existed. In elucidating the nexus between race and place and the implications for Black student achievement, the authors specifically highlight the saliency of the U.S. South as a critical—and neglected—site for the investigation of such issues.

Key Words: African American education • Black student achievement • migration • race–place nexus • U.S. South

Educational Researcher, Vol. 38, No. 1, 21-36 (2009)
DOI: 10.3102/0013189X08328876


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?