Despite the Best Intentions: How Racial Inequality Thrives in Good Schools Williams, Richard D . Williams, Richard D. ProQuest document link ABSTRACT [...]in chapter three, the authors state that there are patterns of implementation of discipline at Riverview, differential selection, a focus on minority student behavior, and the intermingling of race, class, gender, and cultural style that affected students' interactions with school officials. [...]for many White middle-class people, the racial achievement gap was about differences in income level, family cultural values, and different investments in education" (pp. 147- 148).\n One such difference is the practice of isolating minorities in low-income areas. FULL TEXT Despite the Best Intentions: How Racial Inequality Thrives in Good Schools, by Amanda E. Lewis and John B. Diamond. Cary, NC: Oxford University Press, 2015, 249 pp., $27.95, hardback. The book Despite the Best Intentions highlights the complexity of the problem of the achievement gap and racism throughout public education, through a case study method of a high school. The book explores the racial disparities in a diverse and highly funded school, within a community that affords the school with a steady stream of financial support, in a liberal city. The city attracts perspective residents due to the diversity within the community. The school, however, is almost completely racially segregated. Students in "low" or "basic" level classes are often Black and Latina/o, while the honors and Advanced Placement (AP) classes are majority White students. The tone of the book is one of acknowledgment yet bewilderment. Bewilderment because school staff are aware of the problems but struggle to enact policies that change the racial segregation of the school. In each chapter teachers, students, and staff members of the school acknowledge the segregation and discrimination within the school, however, are unclear on how to rectify the situation, or unwilling to create change. For example, in chapter three, the authors state that there are patterns of implementation of discipline at Riverview, differential selection, a focus on minority student behavior, and the intermingling of race, class, gender, and cultural style that affected students' interactions with school officials. "The coupling of more subtle forms of discrimination with a color-blind discourse on racial inequality has made it more difficult for people to know when discriminatory practices are at work" (p. 24). The authors explore the Black community and their perceptions within the school. Many of the Black students believed that others feel as though they have no aspirations for high achievement but the truth is contrary to that. "Black students' educational aspirations are actually higher than those held by white students across multiple datasets" (p. 28). The authors also explore the culture of the Black students within the school. They found that Blacks were not bullied for being smart, in fact, students are more likely to bully low-performing students. The authors also discuss the "attitude-achievement paradox." This paradox is one that acknowledges that Black students have goals of getting a postsecondary education but did worse in K-12. They also report studying and paying attention more than the White students, and they understood less of the content than White students and are less likely to turn in homework. This paradox is at the heart of the racial achievement gap. While Black students want to get a postsecondary education, the K-12 education system fails to adequately prepare them. Many students report feeling as though there are two PDF GENERATED BY PROQUEST.COM Page 1 of 5