Overcoming inequality in schooling: a call to action for community psychology.
Community psychology, indeed psychology as a discipline, has been largely absent from the table of school reform. Schools are critical socializing forces in society and serve as the one institution through which the full diversity of our child population passes. At the start of the 21st century, despite successive waves of legislation, the goals of the civil rights struggle for equality in educational opportunity have yet to be achieved. Negative self-fulfilling prophecies, reflected at individual, interpersonal, institutional, and societal levels, play a critical role in creating and perpetuating unequal opportunities to learn. Such effects as well as pathways for preventive intervention are best understood through ecological lenses. Our field must commit a greater share of resources to collaborative and systemic change for a broader learning so that all children, regardless of their differences, have continuing and nonstigmatized opportunities to develop into competent adults.
Weinstein
Rhona S
RS
Department of Psychology, University of California, Berkeley 94720-1650, USA. rhona@socrates.berkeley.edu
D000293:Adolescent; D002648:Child; D002961:Civil Rights; D018864:Cultural Diversity; D004493:Education / Q000331:legislation & jurisprudence / Q000592:standards*; D006801:Humans; D011157:Population Dynamics; D011287:Prejudice; D011593:Psychology, Social; D012574:Schools / Q000331:legislation & jurisprudence / Q000592:standards*; D012922:Social Change; D012935:Social Justice; D012959:Socioeconomic Factors; D014481:United States