“…When compared to their White middle-class counterparts, students of color and low socioeconomic status (SES) consistently experience significantly lower achievement test scores, teacher expectations, and allocation of resources (Alexander, Entwisle, & Olsen, 2001;Banks, 1997;Delpit, 1995;Jencks & Phillips, 1998;Ortiz, 1997). As such, many scholars (see Cochran-Smith et al, 1999;Grogan, 2000;Kincheloe & Steinberg, 1995;Shields & Oberg, 2000) advocate a critique of educational systems in terms of access, power, and privilege based on race, culture, gender, sexual orientation, language, background, ability, and/or socioeconomic position. As such, many scholars (see Cochran-Smith et al, 1999;Grogan, 2000;Kincheloe & Steinberg, 1995;Shields & Oberg, 2000) advocate a critique of educational systems in terms of access, power, and privilege based on race, culture, gender, sexual orientation, language, background, ability, and/or socioeconomic position.…”