Description
In The Culture Trap, Derron Wallace argues that the overreliance on culture to explain Black students' achievement and behavior in schools is a trap that undermines the historical factors and institutional processes that shape how Black students experience schooling. This trap is consequential for a host of racial and ethnic minority youth in schools, including Black Caribbean young people in London and New York City. Since the 1920s, Black Caribbeans in New York have been considered a high-achieving Black model minority. Conversely, since the 1950s, Black Caribbeans in London have been regarded as a chronically underachieving minority. In both contexts, however, it is often suggested that Caribbean culture informs their status, whether as a celebrated minority in the US or as a demoted minority in Britain. Drawing on rich observations, interviews and archives in London and New York City schools, Wallace suggests that the use of culture to justify Black Caribbean students' achievement obscures the very real ways that school structures, institutional processes, and colonial conditions influence the racial, gender, and class inequalities minority youth experience in schools. Wallace reveals how culture is at times used as an alibi for racism in schools, and points out what educators, parents, and students can do to change the beliefs and practices that reinforce racism.
About the Author
Derron Wallace is Assistant Professor of Sociology and Education at Brandeis University, and Research Associate at the Centre on the Dynamics of Ethnicity at the University of Manchester. He is a cultural sociologist of race, ethnicity, and education. His research and teaching interests are concerned with the analysis and amelioration of structural and cultural inequalities that shape schooling in the United States, Britain, the Caribbean, and around the world.
Reviews
This is an important contribution to our understanding of how discourses and practices of racial representation work to shape and perpetuate ethnic inequalities in our schools. Wallace's comparative ethnography of schools in London and New York offers a unique insight into how ideas of culture and identity are formed historically and politically, and how these are lived by those caught in the trap of ethnic expectations. With a sharp eye for detail and an ear for the voices of young people, teachers, and parents, Wallace breathes new life into an old, and seemingly intractable, problem. * Claire Alexander, Professor of Sociology, The University of Manchester *
Cultural explanations of the achievement gap, such as culturally responsive and culturally relevant pedagogy, are popular within schools, colleges, and universities. This visionary, timely, engaging, and informative book describes the limits of cultural explanations and how culture, class, and context interact to influence academic achievement. It is a compelling and essential read. * James A. Banks, Kerry and Linda Killinger Endowed Chair in Diversity Studies Emeritus, University of Washington, Seattle *
The Culture Trap exemplifies the beauty of cross-national research by deftly illuminating both the general and the particular of social forces across contexts. Wallace sharpens our understanding of the ways that different racial formations in the U.S. and Britain intersect with ethnic and class identity of Black Caribbean youth and permeate the walls of schools and classrooms. It's a compelling ethnography of the everyday lived experiences of second-generation immigrant students, which illuminates how 'ethnic expectations' influence their educational well-being. Many scholars and teachers of culture, race, ethnicity, and education will appreciate the informative, useful nature of Wallace's work. * Prudence L. Carter, Sarah and Joseph Jr. Dowling Professor of Sociology, Brown University *
Derron Wallace has written a field-defining book. Comparing Black Caribbeans in London and New York, he shows how ethnic expectations, rooted in history, colonialism, and the proliferation of U.S. media culture, influence the incorporation and academic outcomes of second-generation Black Caribbean youth. Bursting with rich narrative accounts, powerful theoretical insights, and exceptional writing, this book will shape the sociology and education discourse on Black Caribbean students for years to come. Everyone who cares about race, ethnicity, education, and immigration should read this book. * John B. Diamond, Professor of Sociology and Education Policy, Brown University *
How to explain the markedly different educational experiences and levels of achievement of African-Caribbean youth in London and New York? Conceptual clarity alongside careful listening to the voices of Black youth, parents, and teachers is at the heart of Derron Wallace's timely and thoughtful analysis of the 'ethnic expectations' which serve as an alibi for racisms and reinforce inequalities. * Catherine Hall, Chair of the Centre for the Study of the Legacies of British Slavery, University College London *
This fascinating book takes us into two schools-one in New York City and one in London-where teachers use cultural narratives on the essential elements of Caribbean heritage towards very different goals-to highlight Black students' endless talents and possibilities in one setting and to stress the limited potential of Black adolescents in another. Beautifully written, gripping, and deeply interesting, The Culture Trap sheds new light on the mechanisms through which inequality is sustained. Highly recommended! * Annette Lareau, Professor of Sociology, University of Pennsylvania *
This brave, brilliant book takes no hostages. Beautifully evocative and richly theorized, The Culture Trap sets out a compelling argument for why culture should not be prioritized over structure in understandings of educational achievement. Weaving wonderful ethnographic narratives with stunning insights, the book brings a welcome clarity to the messy and highly contested morass that culture has become. For much needed illumination, this is the book to read-it is both an enormous pleasure and a revelation. * Diane Reay, Professor of Education, University of Cambridge *
The Culture Trap is a wonderful contribution to the comparative analysis of the ways in which black youth have been the subject of unequal schooling. Through a nuanced and detailed analysis, Wallace illustrates how black Caribbean youth have been subjected to persistent and deeply embedded unequal treatment in the school systems of the UK and US. * John Solomos, Professor of Sociology, University of Warwick *
The Culture Trap is an insightful study of the experiences of Afro-Caribbean youth in New York City and London schools. Wallace's careful look at how schools create 'culture traps' through essentializing ethnic expectations of their Afro-Caribbean students is sure to become an instant classic. The book demonstrates how positive expectations go hand in hand with negative expectations, and how the history of colonialism shapes ethnic stereotypes in the US and Britain. Beyond the school, Wallace also shows how students themselves respond to the ethnic expectations they experience. Never reductive, Wallace uses 'storytelling sociology,' providing a vivid and convincing account of the lived experiences of the communities he observed, with deep respect, care, and curiosity. This book is a must-read for anyone interested in immigration, education, and the African diaspora. * Natasha Warikoo, Professor of Sociology, Tufts University *
Findings from this study are important...I highly recommend this book to all but especially to educators in teacher preparation programs, preservice teachers, educators in the field, and educational policymakers and leaders in both the United States and Britain. * Mercy Agyepong, Sociology of Race and Ethnicity *
This book demonstrates a high calibre of authorship and scholarship, which audiences within the field of education, teaching, and learning will find informative for their practice, as I myself have. * Steve Raven, Institute of Global Education, Coventry University/Trustee of British Sociological Association *
Wallace does a good job of demonstrating that expectations regarding culture can affect outcomes...Recommended. Undergraduates through faculty; professionals. * Choice *
Awards
Winner of Winner, 2024 PROSE Award, Education Theory and Practice.
Book Information
ISBN 9780197531471
Author Derron Wallace
Format Paperback
Page Count 296
Imprint Oxford University Press Inc
Publisher Oxford University Press Inc
Weight(grams) 438g
Dimensions(mm) 234mm * 155mm * 17mm
About the Author
Derron Wallace is Assistant Professor of Sociology and Education at Brandeis University, and Research Associate at the Centre on the Dynamics of Ethnicity at the University of Manchester. He is a cultural sociologist of race, ethnicity, and education. His research and teaching interests are concerned with the analysis and amelioration of structural and cultural inequalities that shape schooling in the United States, Britain, the Caribbean, and around the world.
Reviews
This is an important contribution to our understanding of how discourses and practices of racial representation work to shape and perpetuate ethnic inequalities in our schools. Wallace's comparative ethnography of schools in London and New York offers a unique insight into how ideas of culture and identity are formed historically and politically, and how these are lived by those caught in the trap of ethnic expectations. With a sharp eye for detail and an ear for the voices of young people, teachers, and parents, Wallace breathes new life into an old, and seemingly intractable, problem. * Claire Alexander, Professor of Sociology, The University of Manchester *
Cultural explanations of the achievement gap, such as culturally responsive and culturally relevant pedagogy, are popular within schools, colleges, and universities. This visionary, timely, engaging, and informative book describes the limits of cultural explanations and how culture, class, and context interact to influence academic achievement. It is a compelling and essential read. * James A. Banks, Kerry and Linda Killinger Endowed Chair in Diversity Studies Emeritus, University of Washington, Seattle *
The Culture Trap exemplifies the beauty of cross-national research by deftly illuminating both the general and the particular of social forces across contexts. Wallace sharpens our understanding of the ways that different racial formations in the U.S. and Britain intersect with ethnic and class identity of Black Caribbean youth and permeate the walls of schools and classrooms. It's a compelling ethnography of the everyday lived experiences of second-generation immigrant students, which illuminates how 'ethnic expectations' influence their educational well-being. Many scholars and teachers of culture, race, ethnicity, and education will appreciate the informative, useful nature of Wallace's work. * Prudence L. Carter, Sarah and Joseph Jr. Dowling Professor of Sociology, Brown University *
Derron Wallace has written a field-defining book. Comparing Black Caribbeans in London and New York, he shows how ethnic expectations, rooted in history, colonialism, and the proliferation of U.S. media culture, influence the incorporation and academic outcomes of second-generation Black Caribbean youth. Bursting with rich narrative accounts, powerful theoretical insights, and exceptional writing, this book will shape the sociology and education discourse on Black Caribbean students for years to come. Everyone who cares about race, ethnicity, education, and immigration should read this book. * John B. Diamond, Professor of Sociology and Education Policy, Brown University *
How to explain the markedly different educational experiences and levels of achievement of African-Caribbean youth in London and New York? Conceptual clarity alongside careful listening to the voices of Black youth, parents, and teachers is at the heart of Derron Wallace's timely and thoughtful analysis of the 'ethnic expectations' which serve as an alibi for racisms and reinforce inequalities. * Catherine Hall, Chair of the Centre for the Study of the Legacies of British Slavery, University College London *
This fascinating book takes us into two schools-one in New York City and one in London-where teachers use cultural narratives on the essential elements of Caribbean heritage towards very different goals-to highlight Black students' endless talents and possibilities in one setting and to stress the limited potential of Black adolescents in another. Beautifully written, gripping, and deeply interesting, The Culture Trap sheds new light on the mechanisms through which inequality is sustained. Highly recommended! * Annette Lareau, Professor of Sociology, University of Pennsylvania *
This brave, brilliant book takes no hostages. Beautifully evocative and richly theorized, The Culture Trap sets out a compelling argument for why culture should not be prioritized over structure in understandings of educational achievement. Weaving wonderful ethnographic narratives with stunning insights, the book brings a welcome clarity to the messy and highly contested morass that culture has become. For much needed illumination, this is the book to read-it is both an enormous pleasure and a revelation. * Diane Reay, Professor of Education, University of Cambridge *
The Culture Trap is a wonderful contribution to the comparative analysis of the ways in which black youth have been the subject of unequal schooling. Through a nuanced and detailed analysis, Wallace illustrates how black Caribbean youth have been subjected to persistent and deeply embedded unequal treatment in the school systems of the UK and US. * John Solomos, Professor of Sociology, University of Warwick *
The Culture Trap is an insightful study of the experiences of Afro-Caribbean youth in New York City and London schools. Wallace's careful look at how schools create 'culture traps' through essentializing ethnic expectations of their Afro-Caribbean students is sure to become an instant classic. The book demonstrates how positive expectations go hand in hand with negative expectations, and how the history of colonialism shapes ethnic stereotypes in the US and Britain. Beyond the school, Wallace also shows how students themselves respond to the ethnic expectations they experience. Never reductive, Wallace uses 'storytelling sociology,' providing a vivid and convincing account of the lived experiences of the communities he observed, with deep respect, care, and curiosity. This book is a must-read for anyone interested in immigration, education, and the African diaspora. * Natasha Warikoo, Professor of Sociology, Tufts University *
Findings from this study are important...I highly recommend this book to all but especially to educators in teacher preparation programs, preservice teachers, educators in the field, and educational policymakers and leaders in both the United States and Britain. * Mercy Agyepong, Sociology of Race and Ethnicity *
This book demonstrates a high calibre of authorship and scholarship, which audiences within the field of education, teaching, and learning will find informative for their practice, as I myself have. * Steve Raven, Institute of Global Education, Coventry University/Trustee of British Sociological Association *
Wallace does a good job of demonstrating that expectations regarding culture can affect outcomes...Recommended. Undergraduates through faculty; professionals. * Choice *
Awards
Winner of Winner, 2024 PROSE Award, Education Theory and Practice.
Book Information
ISBN 9780197531471
Author Derron Wallace
Format Paperback
Page Count 296
Imprint Oxford University Press Inc
Publisher Oxford University Press Inc
Weight(grams) 438g
Dimensions(mm) 234mm * 155mm * 17mm
