Prudence L. Carter is an associate professor in the School of Education and the Department of Sociology at Stanford. She teaches a range of courses on racial and ethnic relations, social and cultural inequality, the sociology of education, urban education and research methods. Professor Carter’s first book, Keepin’ It Real: School Success beyond Black and White (Oxford University Press 2005), is the 2006 co-winner of the Oliver Cromwell Cox Book Award, (Section on Racial and Ethnic Minorities, American Sociological Association) for its contribution to the eradication of racism; a 2005 finalist for the C. Wright Mills Book Award (Society for the Study of Social Problems); and an a 2007 honorable mention recipient of the distinguished book award (Section on Race, Class, and Gender, American Sociological Association). At present, Professor Carter is completing a book tentatively titled The Paradoxes of Opportunity: Race, Culture, and Boundaries in “Good” Schools, which documents a cross-national study of desegregated and majority-minority high schools in the United States and South Africa and examines how school practices can either facilitate or diminish academic and social divides in education.
Prudence L. Carter is an associate professor in the School of Education and the Department of Sociology at Stanford. She teaches a range of courses on racial and ethnic relations, social and cultural inequality, the sociology of education, urban education and research methods. Professor Carter’s first book, Keepin’ It Real: School Success beyond Black and White (Oxford University Press 2005), is the 2006 co-winner of the Oliver Cromwell Cox Book Award, (Section on Racial and Ethnic Minorities, American Sociological Association) for its contribution to the eradication of racism; a 2005 finalist for the C. Wright Mills Book Award (Society for the Study of Social Problems); and an a 2007 honorable mention recipient of the distinguished book award (Section on Race, Class, and Gender, American Sociological Association). At present, Professor Carter is completing a book tentatively titled The Paradoxes of Opportunity: Race, Culture, and Boundaries in “Good” Schools, which documents a cross-national study of desegregated and majority-minority high schools in the United States and South Africa and examines how school practices can either facilitate or diminish academic and social divides in education.
