PT  - JOURNAL ARTICLE
AU  - McCarthy, Cameron
TI  - Rethinking Liberal and Radical Perspectives on Racial Inequality in Schooling: Making the Case for Nonsynchrony
AID  - 10.17763/haer.58.3.x837383281745343
DP  - 1988 Sep 01
TA  - Harvard Educational Review
PG  - 265--280
VI  - 58
IP  - 3
4099  - http://harvardeducationalreview.org/content/58/3/265.short
4100  - http://harvardeducationalreview.org/content/58/3/265.full
SO  - herp1988 Sep 01; 58
AB  - Cameron McCarthy analyzes the mainstream and neo-Marxist explanations of racial inequality in schools. He argues that the theoretical stance of the former depicts racial factors as manipulable variables tied to beliefs, values, and psychological differences; the latter position subsumes issues of race relations into socioeconomic interests. As an alternative frame-work the author presents a nonsynchronous theory of schooling that begins to explain the interaction of race, gender, and class within the economic, political, and social environments as they differentially function within the daily practices of schooling.