Dual Language Bilingual Education as a Pathway to Racial Integration? A Place-Based Analysis of Policy Enactment

Abstract

ABSTRACT Across the United States, cities like St. Louis may be perceived as predominantly Black/White and monolingual. In such places, there are often few state resources and expertise driving the new growth of dual language bilingual education (DLBE)—that is, policies and programs that aim to develop students’ bilingualism and biculturalism from an early age. Moreover, research rarely explores how DLBE programs develop within particular racial and political contexts, despite their goals to integrate diverse youth. This study focuses on the city of St. Louis to examine how DLBE policies are enacted within particular localities, especially for children from racially and linguistically minoritized backgrounds. Framed by theories of policy enactment, this analysis is part of three multiyear partnerships focused on language education in St. Louis and two school districts in similar state contexts. We found that DLBE enactment in each school system was shaped by community histories, changing demographics, and local education policies focused on racial desegregation and school choice. While each space created racially integrated schools, their enactment was shrouded by Whiteness, especially the history of magnet schools and (White) parental choice as essential for schools’ development. We conclude that place-based research and communal partnerships must carefully consider the unique factors shaping education reform, to recognize for and by whom new programs are truly created and to work toward more socially just, transformative educational contexts.