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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. 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. 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. 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. Expanding on Charles Tilly's model of relational analysis and drawing on 100 in-depth interviews as well participant observation and archival research, R. L'Heureux Lewis-McCoy examines the pathways of resources in RAPS. He discovers that—due to structural factors, social and class positions, and past experiences—resources are not valued equally among families and, even when deemed valuable, financial factors and issues of opportunity hoarding often prevent certain RAPS families from accessing that resource. In addition to its fresh and incisive insights into educational inequality, this groundbreaking book also presents valuable policy-orientated solutions for administrators, teachers, activists, and politicians.

African Americans -- Education -- Case studies. --- Education -- Social aspects -- United States -- Case studies. --- Educational equalization -- United States -- Case studies. --- Minorities -- Education -- United States -- Case studies. --- Social classes -- United States -- Case studies. --- Suburban schools -- United States -- Case studies. --- Educational equalization --- Suburban schools --- African Americans --- Minorities --- Social classes --- Education --- Social Sciences --- Education, Special Topics --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Class distinction --- Classes, Social --- Rank --- Caste --- Estates (Social orders) --- Social status --- Class consciousness --- Classism --- Social stratification --- Ethnic minorities --- Foreign population --- Minority groups --- Persons --- Assimilation (Sociology) --- Discrimination --- Ethnic relations --- Majorities --- Plebiscite --- Race relations --- Segregation --- Afro-Americans --- Black Americans --- Colored people (United States) --- Negroes --- Africans --- Ethnology --- Blacks --- Educational equality --- Educational equity --- Educational inequality --- Equal education --- Equal educational opportunity --- Equality of education --- Equalization, Educational --- Equity, Educational --- Inequality, Educational --- Opportunity, Equal educational --- Affirmative action programs in education --- Social aspects --- Aims and objectives --- Black people