Identity Politics and Student Resistance to Inner-City Public Schooling

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Abstract
Investigating the conditions that foster organized expressions of power and the circumstances that students exploit to engage in political, collective forms of resistance warrants researchers' serious attention. Inner-city schools are uniquely situated as changing demographics and global and national migration continue to reconstruct schools as host sites of identity politics. In this article, the authors investigate the sites of inner-city schools where contests over identity are waged. Their findings indicate that the experience of being African American in the neighborhood school, where students feel stuck “back here,” is vastly different from the experience of being African American in the citywide school where the all African American population feels a part of its cultural community and the wider society. Denied equality and difference in both school settings, students from the same neighborhood and students from various neighborhoods demand their equal rights with varying degrees of intensity.

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