Dismantling Educational Inequality: A Cultural-Historical Approach to Closing the Achievement Gap

Journal of Negro Education, The, Spring 2007 by Booker, Keonya C

Dismantling Educational Inequality: A Cultural-Historical Approach to Closing the Achievement Gap, by Pedro R. Portes. New York, NY: Peter Lang, 2005, 306 pp., $34.95, paperback.

Reviewed by Keonya C. Booker, University of Virginia.

The statistics are alarming and disheartening. The academic performance of minority students, specifically Blacks and Hispanics, continues to lag behind that of White students. The achievement gap is not a new problem but, rather, one that has plagued the field of education for decades. In his book, Dismantling Educational Inequality: A Cultural-Historical Approach to Closing the Achievement Gap, Pedro Portes provides a comprehensive view of the issue from both macro- and micro-level perspectives. In the first third of the book, Portes establishes the scope of the problem, citing many statistics, current economic policy, and standard educational practice. His major premise is education is a microcosm of larger society in that students living in poverty are inevitably disproportionately represented in the lowest-performing groups in public education.

Although the achievement gap affects Black and Hispanic students much more negatively than White students, Portes argues inequality in educational performance and attainment is largely a cultural or class issue not one, per se, of race. Specifically, poor children are raised in home environments that do not facilitate or support the academic demands of schools in today's society. Since schools are tied to neighborhood tax bases, these children are then educated in poorly funded and understaffed schools. This situation results in a cohort of future adults without the basic skills or proficiencies needed to break the cycle of poverty for the next generation.

In response to this trend, Portes calls for a major overhaul of the educational system from preschool to higher education. He eschews temporary approaches like vouchers, charter schools, and, compensatory education. Instead, he opts for a developmental curricular shift from early childhood to adulthood. His reforms advocate a significant change in how educational policy and practice coexist. Drawing on the fields of human development, economics, history, sociology, and psychology, the author urges educators to re-think standard curricula and in its place embrace collaboration among professionals, a common knowledgebase for pre-service teachers and teacher educators, after school programs, and individual mentoring for students placed at risk [SPAR].

While these practices are not entirely innovative, a few of Portes' options are. One suggestion he makes is to restructure high school curricula to include an ordered life skills component that focuses on pre-parenting competence, career exploration, and self-efficacy. Portes maintains this type of program can protect future generations of SPAR by arming their parents (current high school students) with the skills and abilities to make wiser educational and job decisions; thus, reducing the likelihood of them experiencing poverty. This primary prevention effort will not directly affect the academic performance or test scores of SPAR currently at the secondary level, but can offer hope for their descendants.

Another suggestion Portes offers is increased funding at federal, state, and community levels for preschool initiatives. Portes contends that additional monies can help advance the innovations put forth in his book, many of which have not been implemented nor scientifically tested.

Dismantling Educational Inequality has a formal tone, which assumes the reader has, at the least, a moderate background in educational policy and practice. Portes arranges chapters beginning with an overview, followed by the main body of text, and concludes with a summary of the major ideas covered. Endnotes are provided to assist the reader with unfamiliar terminology and to clarify important points. There are extensive references listed in the bibliography as well as an index for the reader's convenience. Although not suitable as a main text in an undergraduate or graduate education course, in a few chapters, Portes does list discussion questions that could be used with larger groups.

Portes frames the theoretical underpinnings of his work within a developmental-contextual background. As an educational psychologist and Fulbright scholar, he has conducted wide-ranging empirical work on childhood cognitive development, the academic achievement of minorities, and primary prevention efforts aimed at this group. He cites himself throughout the text to provide strength to his arguments. In fact, the reader will find many research-based claims offered which lends credence to this book.

Although mainly a reiteration of previous suggestions with a few appealing alternatives, Dismantling Educational Inequality is an encapsulation of the achievement gap from a culturally developmental standpoint. Portes views education as no longer the "great equalizer" it was once touted but, when reformed significantly, can provide at-risk children and their families with the tools to succeed in an increasingly competitive society.