L'Heureux Lewis-McCoy examines the pathways of resources in RAPS. ![]() Expanding on Charles Tilly's model of relational analysis and drawing on 100 in-depth interviews as well participant observation and archival research, R. Rolling Acres Public Schools (RAPS) is one of the many well-appointed suburban school districts across the United States that has become increasingly racially and economically diverse over the last forty years. Moving beyond class- and race-based explanations, Inequality in the Promised Land focuses on the everyday interactions between parents, students, teachers, and school administrators in order to understand why resources seldom trickle down to a district's racial and economic minorities. Despite the glowing opportunities that many families associate with suburban schooling, accessing a district's resources is not always straightforward, particularly for black and poorer families. ![]() ![]() Nestled in neighborhoods of varying degrees of affluence, suburban public schools are typically better resourced than their inner-city peers and known for their extracurricular offerings and college preparatory programs.
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