Civics Lessons: The Color and Class of Betrayal.

By M. Fine, April Burns, Y. Payne, M. Torre. 2004

165 citations recorded by the source corpus.

Subfields: Education, Safety Research, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/5bf547cb9ea8a2c725fea0bc883eb0e39a91da26

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Elan C. Hope
2. Christine J. Yeh
3. A. Payne
4. J. Matthews
5. Kelly Welch
6. Lorraine E. Maxwell
7. R. Jagers
8. DeLeon L. Gray

In Safety Research

1. Elan C. Hope
2. A. Payne
3. J. Matthews
4. Kelly Welch
5. R. Jagers
6. DeLeon L. Gray

In Sociology and Political Science

1. A. Payne
2. Kelly Welch
3. Christine J. Yeh
4. Elan C. Hope
5. J. Matthews
6. Lorraine E. Maxwell
7. R. Jagers
8. DeLeon L. Gray

Citations in the corpus

• School as a Context for “Othering” Youth and Promoting Cultural Assets (2012, background): “We therefore draw upon multi-disciplinary literature while also focusing on the American school context that largely privileges white, middle class practices (Bucholtz & Hall, 2004; Fine, 2003; Fine et al., 2004).”
• School building condition, social climate, student attendance and academic achievement: A mediation model (2016, background): “A school in poor physical condition may also signal to students that the community does not value them or their education (Fine et al., 2004; Rivlin & Weinstein, 1984).”
• Child development and the physical environment. (2006, unknown): “F or p er so na l u se o nl y. 25 Oct 2005 16:31 AR ANRV264-PS57-16.tex XMLPublishSM(2004/02/24) P1: OKZ /POI P2: OJO CHILDREN’S ENVIRONMENTS 437 (Fine et al. 2004, Schneider 2002).”
• Black and Belonging at School: A Case for Interpersonal, Instructional, and Institutional Opportunity Structures (2018, background): “Some scholars posit that schools still function as mirrors of society at large and replicate the sociopolitical inequities therein (Fine et al., 2004).”
• “It’ll Never Be the White Kids, It’ll Always Be Us” (2015, background): “These interrelated dimensions of the school racial climate serve as reflections of broad cultural norms and might also reproduce structural inequities (Fine et al., 2004).”
• MODELING THE EFFECTS OF RACIAL THREAT ON PUNITIVE AND RESTORATIVE SCHOOL DISCIPLINE PRACTICES (2010, background): “One result of this is that schools are becoming increasingly like prisons (Ferguson, 2000; Fine et al., 2004; Giroux, 2003; Noguera, 2008; Parenti, 2000; Staples, 2000; Wacquant, 2001; Watts and Erevelles, 2004).”