What American urban secondary schools could be

an international perspective

Research output: Contribution to journalComment/debate

1 Citation (Scopus)

Abstract

Back in the spring of 2005, as a first-year doctoral student at the University of Minnesota, I participated in an enrichment program for foreign Fulbright scholars pursuing graduate degrees in US universities. The program was held in New Orleans just a few months before Hurricane Katrina struck Louisiana. More than the enrichment agenda, I enjoyed the mild spring weather of New Orleans and deep cultural flavors imbued in the city. On the last day of the program, the participants visited a local high school in New Orleans. I still remember the moment that I walked through the entrance gate of the high school, because I encountered a dark side of the urban schooling system in America: I saw a police officer with a gun and police car just in front of the main building. “Oh my goodness, a police officer with a gun in school!” I was thinking inside. One may dismiss my experience as just a cultural shock. But I think it is more than culture shock; it is evidence of a systemic problem persistently facing US urban schools. My intention is not to debate the pros and cons of law enforcement officers in US schools[1]. Rather what I wish to point out is that things have become worse since the first school resource officer was assigned to a school in the 1950s. School violence issues have escalated, and other major dysfunctions appear to be perpetuating across many secondary schools in the US. This is evidenced in this JEA special edition, titled “Understanding and improving urban secondary schools: new perspectives.” For example, Roozbeh Shirazi depicts the issue of segregation within a school through the eyes of school staff:
Original languageEnglish
Pages (from-to)463-472
Number of pages10
JournalJournal of Educational Administration
Volume56
Issue number5
DOIs
Publication statusPublished - 6 Aug 2018

Fingerprint

secondary school
school
police officer
culture shock
first-year student
law enforcement
edition
segregation
police
graduate
violence
staff
university
resources
evidence

Cite this

@article{42ee892a927f4020b9b8da823035b376,
title = "What American urban secondary schools could be: an international perspective",
abstract = "Back in the spring of 2005, as a first-year doctoral student at the University of Minnesota, I participated in an enrichment program for foreign Fulbright scholars pursuing graduate degrees in US universities. The program was held in New Orleans just a few months before Hurricane Katrina struck Louisiana. More than the enrichment agenda, I enjoyed the mild spring weather of New Orleans and deep cultural flavors imbued in the city. On the last day of the program, the participants visited a local high school in New Orleans. I still remember the moment that I walked through the entrance gate of the high school, because I encountered a dark side of the urban schooling system in America: I saw a police officer with a gun and police car just in front of the main building. “Oh my goodness, a police officer with a gun in school!” I was thinking inside. One may dismiss my experience as just a cultural shock. But I think it is more than culture shock; it is evidence of a systemic problem persistently facing US urban schools. My intention is not to debate the pros and cons of law enforcement officers in US schools[1]. Rather what I wish to point out is that things have become worse since the first school resource officer was assigned to a school in the 1950s. School violence issues have escalated, and other major dysfunctions appear to be perpetuating across many secondary schools in the US. This is evidenced in this JEA special edition, titled “Understanding and improving urban secondary schools: new perspectives.” For example, Roozbeh Shirazi depicts the issue of segregation within a school through the eyes of school staff:",
author = "Moosung Lee",
year = "2018",
month = "8",
day = "6",
doi = "10.1108/JEA-08-2018-172",
language = "English",
volume = "56",
pages = "463--472",
journal = "Journal of Educational Administration",
issn = "0957-8234",
publisher = "Emerald Group Publishing Ltd.",
number = "5",

}

What American urban secondary schools could be : an international perspective. / Lee, Moosung.

In: Journal of Educational Administration, Vol. 56, No. 5, 06.08.2018, p. 463-472.

Research output: Contribution to journalComment/debate

TY - JOUR

T1 - What American urban secondary schools could be

T2 - an international perspective

AU - Lee, Moosung

PY - 2018/8/6

Y1 - 2018/8/6

N2 - Back in the spring of 2005, as a first-year doctoral student at the University of Minnesota, I participated in an enrichment program for foreign Fulbright scholars pursuing graduate degrees in US universities. The program was held in New Orleans just a few months before Hurricane Katrina struck Louisiana. More than the enrichment agenda, I enjoyed the mild spring weather of New Orleans and deep cultural flavors imbued in the city. On the last day of the program, the participants visited a local high school in New Orleans. I still remember the moment that I walked through the entrance gate of the high school, because I encountered a dark side of the urban schooling system in America: I saw a police officer with a gun and police car just in front of the main building. “Oh my goodness, a police officer with a gun in school!” I was thinking inside. One may dismiss my experience as just a cultural shock. But I think it is more than culture shock; it is evidence of a systemic problem persistently facing US urban schools. My intention is not to debate the pros and cons of law enforcement officers in US schools[1]. Rather what I wish to point out is that things have become worse since the first school resource officer was assigned to a school in the 1950s. School violence issues have escalated, and other major dysfunctions appear to be perpetuating across many secondary schools in the US. This is evidenced in this JEA special edition, titled “Understanding and improving urban secondary schools: new perspectives.” For example, Roozbeh Shirazi depicts the issue of segregation within a school through the eyes of school staff:

AB - Back in the spring of 2005, as a first-year doctoral student at the University of Minnesota, I participated in an enrichment program for foreign Fulbright scholars pursuing graduate degrees in US universities. The program was held in New Orleans just a few months before Hurricane Katrina struck Louisiana. More than the enrichment agenda, I enjoyed the mild spring weather of New Orleans and deep cultural flavors imbued in the city. On the last day of the program, the participants visited a local high school in New Orleans. I still remember the moment that I walked through the entrance gate of the high school, because I encountered a dark side of the urban schooling system in America: I saw a police officer with a gun and police car just in front of the main building. “Oh my goodness, a police officer with a gun in school!” I was thinking inside. One may dismiss my experience as just a cultural shock. But I think it is more than culture shock; it is evidence of a systemic problem persistently facing US urban schools. My intention is not to debate the pros and cons of law enforcement officers in US schools[1]. Rather what I wish to point out is that things have become worse since the first school resource officer was assigned to a school in the 1950s. School violence issues have escalated, and other major dysfunctions appear to be perpetuating across many secondary schools in the US. This is evidenced in this JEA special edition, titled “Understanding and improving urban secondary schools: new perspectives.” For example, Roozbeh Shirazi depicts the issue of segregation within a school through the eyes of school staff:

UR - http://www.scopus.com/inward/record.url?scp=85055050956&partnerID=8YFLogxK

U2 - 10.1108/JEA-08-2018-172

DO - 10.1108/JEA-08-2018-172

M3 - Comment/debate

VL - 56

SP - 463

EP - 472

JO - Journal of Educational Administration

JF - Journal of Educational Administration

SN - 0957-8234

IS - 5

ER -