How the Clinic Made Gender: The Medical History of a Transformative Idea

the perspectives of Crossroads teachers, Chapter Four showcases Pinnacle’s Korean parents and students as they engage in the institutionalization of ethnic capital by sharing and enhancing ethnic-based community resources and opportunities within Pinnacle. For instance, Korean parents host extravagant teacher appreciation and education events through the Korean Parent Teacher Association (KPTA)—a separate organization from the general PTA. These events are intended to educate teachers about Korean ‘‘culture’’ and ‘‘values’’ and signal Korean parents’ deep devotion to their children’s achievement, implicitly helping Korean children to receive extra classroom attention and the benefit of the doubt, such as when facing discipline at Pinnacle. Given that Chapter Four comes directly after Drake’s discussion of the criminalization of Black and Latinx Crossroads students and segregated teaching and learning environments in Chapters Two and Three, we wondered how school officials reproduce and respond to the institutionalization of ethnic capital, which could further support the racialization of academic achievement across the two schools. Drake’s final empirical chapter begins with a conversation with one of Crossroads’ assistant principals discussing how the administration and the district have missed opportunities to effectively help students meet their learning, social, and emotional needs. Though Crossroads did present some opportunities for gainful employment after graduation (e.g., a job fair with local Armed Forces recruiters, professional schools, and academies), these opportunities were sparse. Drake also underscores some of Pinnacle’s limitations by highlighting its lack of support for its students of color and exemplifying a crucial need to do more to advance students that do not fit into Pinnacle’s success framework. To conclude, Drake presents some actionable steps toward equity that revolve around credit recovery programs within comprehensive schools. Though imperfect, this would create a less marginalized and stratified schooling experience. Overall, Academic Apartheid highlights the academic segregation and racial and socioeconomic inequalities that persist within a high-achieving and well-resourced suburban district. Useful for sociology of education scholars, instructors, and students, as well as teachers and administrators overseeing school curriculum, practices, and policies, this book serves as a glaring representation of how institutional strategies promoting hyper-competition and hyperacademic success can fail the most vulnerable students. Drake peels back the layers of racial and socioeconomic stratification that exist in this well-resourced school district to shine light on both within-school and between-school disparities that disproportionately affect the educational opportunities of Black, Latinx, and low-income students. In doing this, Drake opens the door for critical intersectionality work within the developing research area of suburban schooling experiences.