This article employs historical methodology to explore the evolution of Grow Your Own (GYO) teacher programs. These initiatives, which continue to rank among the most popular methods of teacher recruitment, originated as “future teacher” clubs designed to attract students into the profession during a severe staffing shortage that occurred during the 1940s and 1950s. In that era, recruiters attempted to hook students with appeals to the joy of working with children and a conservative version of public service. During the 1970s, recruiters shifted their language to reflect the emergence of a more progressive iteration of youth culture. However, when viewed over the long term, the newer invocations of teacher activism seem like a reformulation of traditional appeals to patriotism. In particular, supporters of GYO programs continued to hope that rural students and students of color would be especially receptive to a nonmaterial emphasis on civic duty. Despite these earnest efforts, future teacher clubs had a relatively modest impact on recruitment. This history provides a cautionary reminder of a widespread tendency to attribute teacher behavior to personal qualities rather than structural forces.
{"title":"“We Are Gonna Miss Too Many of Them”: Rurality, Race, and the History of Grow Your Own Teacher Programs","authors":"Scott M. Gelber","doi":"10.1086/721860","DOIUrl":"https://doi.org/10.1086/721860","url":null,"abstract":"This article employs historical methodology to explore the evolution of Grow Your Own (GYO) teacher programs. These initiatives, which continue to rank among the most popular methods of teacher recruitment, originated as “future teacher” clubs designed to attract students into the profession during a severe staffing shortage that occurred during the 1940s and 1950s. In that era, recruiters attempted to hook students with appeals to the joy of working with children and a conservative version of public service. During the 1970s, recruiters shifted their language to reflect the emergence of a more progressive iteration of youth culture. However, when viewed over the long term, the newer invocations of teacher activism seem like a reformulation of traditional appeals to patriotism. In particular, supporters of GYO programs continued to hope that rural students and students of color would be especially receptive to a nonmaterial emphasis on civic duty. Despite these earnest efforts, future teacher clubs had a relatively modest impact on recruitment. This history provides a cautionary reminder of a widespread tendency to attribute teacher behavior to personal qualities rather than structural forces.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"129 1","pages":"29 - 51"},"PeriodicalIF":2.5,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42041914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: This study investigated how state education agencies (SEAs) articulated their roles and responsibilities with respect to improving underperforming schools and districts after the passage of the Every Student Succeeds Act (ESSA) of 2015. Research Approach: Using a conceptual framework rooted in incrementalism—a theory suggesting that policy makers often make decisions reflecting the status quo—we conducted a rigorous conventional content analysis on the plans that states created in response to ESSA. Findings: Our findings suggest that many SEAs practiced incrementalism with few changes in the categories of improvement supports that SEAs offered to their underperforming schools and districts and the methods by which SEAs offered those improvement supports. Similar to prior years, most SEAs focused improvement supports on improvement planning processes and appeared to provide those supports using mostly passive methods like online resource hubs and document templates. Implications: We discuss how SEAs—even if they lack capacity—occupy powerful positions to amplify the voices and needs of underperforming schools and districts. This study substantiates a scarce literature on SEAs and provides updated insight into how SEAs have espoused to respond to federal demands to improve underperforming schools and districts.
{"title":"Helping Every Student Succeed? State Education Agency Roles and Responsibilities for Improving Underperforming Schools and Districts","authors":"Bryan A. VanGronigen, C. Meyers, W. C. Brandt","doi":"10.1086/721832","DOIUrl":"https://doi.org/10.1086/721832","url":null,"abstract":"Purpose: This study investigated how state education agencies (SEAs) articulated their roles and responsibilities with respect to improving underperforming schools and districts after the passage of the Every Student Succeeds Act (ESSA) of 2015. Research Approach: Using a conceptual framework rooted in incrementalism—a theory suggesting that policy makers often make decisions reflecting the status quo—we conducted a rigorous conventional content analysis on the plans that states created in response to ESSA. Findings: Our findings suggest that many SEAs practiced incrementalism with few changes in the categories of improvement supports that SEAs offered to their underperforming schools and districts and the methods by which SEAs offered those improvement supports. Similar to prior years, most SEAs focused improvement supports on improvement planning processes and appeared to provide those supports using mostly passive methods like online resource hubs and document templates. Implications: We discuss how SEAs—even if they lack capacity—occupy powerful positions to amplify the voices and needs of underperforming schools and districts. This study substantiates a scarce literature on SEAs and provides updated insight into how SEAs have espoused to respond to federal demands to improve underperforming schools and districts.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"129 1","pages":"1 - 27"},"PeriodicalIF":2.5,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43142212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"School’s Choice: How Charter Schools Control Access and Shape Enrollment by Wagma Mommandi and Kevin Welner. New York: Teachers College Press, 2021. 232 pp., US$36.95 (paper).","authors":"Jeremy Singer","doi":"10.1086/720538","DOIUrl":"https://doi.org/10.1086/720538","url":null,"abstract":"","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":" ","pages":""},"PeriodicalIF":2.5,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44038597","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: The purpose of this study is to describe: (1) What purposes for grant recipients are shared among private foundation that supported the movement to adopt the Common Core State Standards? (2) How do such shared purposes influence the strategic giving practiced by foundations that supported that movement? and (3) How are grants strategically distributed to recipients to fulfill or direct these purposes and advance the reform? Methods: Document analysis of 462 Common Core–related grant announcements from the Bill and Melinda Gates Foundation, the Hewlett Foundation, the Leona A. and Harry B. Helmsley Charitable Trust, the Lumina Foundation, the Carnegie Corporation, and The Noyce Foundation helps to show how nonprofit philanthropic foundations provided funding and support to other nonprofit organizations to develop, build support for, and implement the Common Core State Standards on a wide scale. Findings: The findings illustrate a set of common purposes that drove the reform forward and help to refine our understanding of how philanthropic foundations engage with the education policy process using their financial resources. The findings detail the reach and scale of the private financial investment supporting the reform. Implications: The stated purpose of the Common Core State Standards was to boost student achievement and foster efficiency through common resources across states. This study expands research on “strategic giving” in public education policy development and provides context for understanding the long-term benefits of the Common Core to schools and students.
{"title":"Common Purposes: Defining the Reform Capabilities Created by Private Foundations through Strategic Giving in Support of the Common Core State Standards","authors":"Nikolaus J. Barkauskas","doi":"10.1086/720540","DOIUrl":"https://doi.org/10.1086/720540","url":null,"abstract":"Purpose: The purpose of this study is to describe: (1) What purposes for grant recipients are shared among private foundation that supported the movement to adopt the Common Core State Standards? (2) How do such shared purposes influence the strategic giving practiced by foundations that supported that movement? and (3) How are grants strategically distributed to recipients to fulfill or direct these purposes and advance the reform? Methods: Document analysis of 462 Common Core–related grant announcements from the Bill and Melinda Gates Foundation, the Hewlett Foundation, the Leona A. and Harry B. Helmsley Charitable Trust, the Lumina Foundation, the Carnegie Corporation, and The Noyce Foundation helps to show how nonprofit philanthropic foundations provided funding and support to other nonprofit organizations to develop, build support for, and implement the Common Core State Standards on a wide scale. Findings: The findings illustrate a set of common purposes that drove the reform forward and help to refine our understanding of how philanthropic foundations engage with the education policy process using their financial resources. The findings detail the reach and scale of the private financial investment supporting the reform. Implications: The stated purpose of the Common Core State Standards was to boost student achievement and foster efficiency through common resources across states. This study expands research on “strategic giving” in public education policy development and provides context for understanding the long-term benefits of the Common Core to schools and students.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"128 1","pages":"525 - 555"},"PeriodicalIF":2.5,"publicationDate":"2022-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44954848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ariel Tichnor-Wagner, Ejana Bennett, H. Parkhouse, Ana Schcolnik
Purpose: Civic education in the United States has received renewed attention in state-level policy making. Yet defining what citizenship education entails has been long-contested terrain. This study explores the extent to which recently adopted civic education state policies are consistent in policy messaging around desired civic outcomes and civic debt. Research Methods/Approach: This study utilized political discourse analysis to analyze all civic education state policies enacted between 2017 and 2020, which included 45 laws from 29 states, through an iterative process of open and focused coding. Findings: The vast majority of policies espoused civic republican goals, with varying degrees to which they addressed civic debt. Liberal citizenship discourses were found in less than one-fourth of policies, and critical discourses were entirely absent. Patterns emerged in civic discourses by state political identity, geographic location, and whether civic debt was addressed. Implications: Findings suggest congruence across state law in stating that the rising generation of citizens should learn about the foundations and function of government, yet a continued disconnect between marginalized youths’ lived experiences of disenfranchisement and exclusion from the dominant narrative. The flood of state bills in 2021 seeking to limit the teaching of structural racism and the roots of inequalities seems to push back against “critical” policies that these findings show are not widespread. This calls for future research that examines whether these state-level trends continue amid ongoing battles over the teaching of civics and history in K–12 schools and how state-level civic discourses manifest in civics education policy classroom implementation.
{"title":"Toward a Cohesive Union? Currents and Cleavages in State Civic Education Policy Discourses","authors":"Ariel Tichnor-Wagner, Ejana Bennett, H. Parkhouse, Ana Schcolnik","doi":"10.1086/720541","DOIUrl":"https://doi.org/10.1086/720541","url":null,"abstract":"Purpose: Civic education in the United States has received renewed attention in state-level policy making. Yet defining what citizenship education entails has been long-contested terrain. This study explores the extent to which recently adopted civic education state policies are consistent in policy messaging around desired civic outcomes and civic debt. Research Methods/Approach: This study utilized political discourse analysis to analyze all civic education state policies enacted between 2017 and 2020, which included 45 laws from 29 states, through an iterative process of open and focused coding. Findings: The vast majority of policies espoused civic republican goals, with varying degrees to which they addressed civic debt. Liberal citizenship discourses were found in less than one-fourth of policies, and critical discourses were entirely absent. Patterns emerged in civic discourses by state political identity, geographic location, and whether civic debt was addressed. Implications: Findings suggest congruence across state law in stating that the rising generation of citizens should learn about the foundations and function of government, yet a continued disconnect between marginalized youths’ lived experiences of disenfranchisement and exclusion from the dominant narrative. The flood of state bills in 2021 seeking to limit the teaching of structural racism and the roots of inequalities seems to push back against “critical” policies that these findings show are not widespread. This calls for future research that examines whether these state-level trends continue amid ongoing battles over the teaching of civics and history in K–12 schools and how state-level civic discourses manifest in civics education policy classroom implementation.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"128 1","pages":"647 - 676"},"PeriodicalIF":2.5,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42459790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Schweig, J. Martínez, Jessica E. Schnittka Hoskins
Purpose: Educators increasingly rely on student survey data to assess classroom climate and implementation of ambitious new teaching standards. Aggregates of student survey reports have face validity as indicators of typical student experiences and can reliably distinguish among classrooms and predict valued student outcomes. Investigating within-classroom variation in addition to classroom aggregates can provide important context for interpreting classroom climate data, helping identify differential instructional experiences and perceptions of instruction among different groups and potential issues impeding high-quality learning opportunities for all students. We investigate whether consensus in student survey reports can offer additional evidence to help identify instructional microclimates in science classrooms. Methods: We use a mixed-methods approach combining multilevel regression models with embedded case studies to qualitatively illuminate patterns of within-classroom consensus. Findings: We find relatively low consensus among students on all aspects of classroom climate but not systematic differences in perception based on race, gender, or English learner or socioeconomic status. Holding average climate ratings constant, we found limited evidence that greater consensus was positively associated with observation scores. Our embedded case studies suggest that students in high-consensus classrooms had more opportunities to collaborate and interact, and more formalized opportunities for participation than in low-consensus classrooms. Finally, we find that consensus around classroom climate is not related to student academic outcomes but is positively associated with student growth mindset. Implications: Our findings illustrate potential new ways in which data from student classroom surveys can be used to inform instructional improvement efforts.
{"title":"Making Sense of Consensus: Disagreement in Student Survey Reports Can Help Identify Instructional Microclimates within Classrooms","authors":"J. Schweig, J. Martínez, Jessica E. Schnittka Hoskins","doi":"10.1086/720539","DOIUrl":"https://doi.org/10.1086/720539","url":null,"abstract":"Purpose: Educators increasingly rely on student survey data to assess classroom climate and implementation of ambitious new teaching standards. Aggregates of student survey reports have face validity as indicators of typical student experiences and can reliably distinguish among classrooms and predict valued student outcomes. Investigating within-classroom variation in addition to classroom aggregates can provide important context for interpreting classroom climate data, helping identify differential instructional experiences and perceptions of instruction among different groups and potential issues impeding high-quality learning opportunities for all students. We investigate whether consensus in student survey reports can offer additional evidence to help identify instructional microclimates in science classrooms. Methods: We use a mixed-methods approach combining multilevel regression models with embedded case studies to qualitatively illuminate patterns of within-classroom consensus. Findings: We find relatively low consensus among students on all aspects of classroom climate but not systematic differences in perception based on race, gender, or English learner or socioeconomic status. Holding average climate ratings constant, we found limited evidence that greater consensus was positively associated with observation scores. Our embedded case studies suggest that students in high-consensus classrooms had more opportunities to collaborate and interact, and more formalized opportunities for participation than in low-consensus classrooms. Finally, we find that consensus around classroom climate is not related to student academic outcomes but is positively associated with student growth mindset. Implications: Our findings illustrate potential new ways in which data from student classroom surveys can be used to inform instructional improvement efforts.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"128 1","pages":"557 - 590"},"PeriodicalIF":2.5,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46012682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Megan Hopkins, Hayley Weddle, Melissa Castillo, Jessica Costa, Katherine Edwards, Sandra A. Elliot, Leslie Gautsch, Rebecca Lowenhaupt, Veronica Salas
Purpose: Alongside the inequities surfaced by COVID-19, a confluence of demographic and policy-related shifts over the last few decades has elevated the education of multilingual learners (MLs) in state education agency (SEA) leaders’ work. This study employs an ecological perspective to examine how SEA leaders promote social justice policy implementation in their efforts to uphold MLs’ civil rights under the Every Student Succeeds Act (ESSA). Research Methods: Given its embeddedness in a research-practice partnership (RPP) that emphasizes integration of researchers’ expertise with SEA leaders’ real-world knowledge, the study employs a participatory research approach. Drawing on 23 semistructured interviews with SEA leaders and 20 hours of observations during RPP meetings, the authors engaged in an iterative analysis process involving coding, memoing, and extensive member checking. Findings: Findings show the dual roles that leaders played to uphold the spirit of civil rights law across local education agencies (LEAs) and within SEAs, and they highlight the structural, cultural, and political dynamics that operated to enable or constrain this work. The study also reveals that cross-state collaboration may be a powerful mechanism for upholding ML civil rights in ways that go beyond compliance toward transformation and social justice. Implications: Although ESSA expanded the role of the SEA in policy implementation, little attention has been given to supporting state-level organizational development. Our findings suggest the need to allocate resources to support SEA capacity development. Such support is ever more critical as state systems work to develop coherent and aligned supports in response to COVID-19-related disparities.
{"title":"Upholding Multilingual Learners’ Civil Rights under ESSA: State Education Agency Leaders and the Contextual Factors Shaping Their Work","authors":"Megan Hopkins, Hayley Weddle, Melissa Castillo, Jessica Costa, Katherine Edwards, Sandra A. Elliot, Leslie Gautsch, Rebecca Lowenhaupt, Veronica Salas","doi":"10.1086/720362","DOIUrl":"https://doi.org/10.1086/720362","url":null,"abstract":"Purpose: Alongside the inequities surfaced by COVID-19, a confluence of demographic and policy-related shifts over the last few decades has elevated the education of multilingual learners (MLs) in state education agency (SEA) leaders’ work. This study employs an ecological perspective to examine how SEA leaders promote social justice policy implementation in their efforts to uphold MLs’ civil rights under the Every Student Succeeds Act (ESSA). Research Methods: Given its embeddedness in a research-practice partnership (RPP) that emphasizes integration of researchers’ expertise with SEA leaders’ real-world knowledge, the study employs a participatory research approach. Drawing on 23 semistructured interviews with SEA leaders and 20 hours of observations during RPP meetings, the authors engaged in an iterative analysis process involving coding, memoing, and extensive member checking. Findings: Findings show the dual roles that leaders played to uphold the spirit of civil rights law across local education agencies (LEAs) and within SEAs, and they highlight the structural, cultural, and political dynamics that operated to enable or constrain this work. The study also reveals that cross-state collaboration may be a powerful mechanism for upholding ML civil rights in ways that go beyond compliance toward transformation and social justice. Implications: Although ESSA expanded the role of the SEA in policy implementation, little attention has been given to supporting state-level organizational development. Our findings suggest the need to allocate resources to support SEA capacity development. Such support is ever more critical as state systems work to develop coherent and aligned supports in response to COVID-19-related disparities.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"128 1","pages":"591 - 616"},"PeriodicalIF":2.5,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48515602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: Schools play an important role in the incorporation of newcomer students and for determining who belongs and does not belong to the nation-state. In this article, we analyze students’ experiences of belonging and exclusion in diverse high schools. Research Methods/Approach: We use survey and interview data from a mixed-methods study conducted in four high schools in Arizona and New York. We ask, What individual, school, and social contextual factors explain students’ sense of school belonging? How do students from diverse backgrounds understand and experience belonging in school? Findings: We find that students understand belonging as emerging from their own individual characteristics (including newcomer status and identifying as Latinx), the school environment (participation in clubs and class discussion), and their perceptions and experiences of the social context, including incidents of discrimination. Implications: Findings from our study have important implications for the role of diverse schools not only in fostering belonging but also in countering broader experiences of discrimination and exclusion.
{"title":"Belonging and Not Belonging: The Case of Newcomers in Diverse US Schools","authors":"S. Russell, Paula Mantilla-Blanco","doi":"10.1086/720363","DOIUrl":"https://doi.org/10.1086/720363","url":null,"abstract":"Purpose: Schools play an important role in the incorporation of newcomer students and for determining who belongs and does not belong to the nation-state. In this article, we analyze students’ experiences of belonging and exclusion in diverse high schools. Research Methods/Approach: We use survey and interview data from a mixed-methods study conducted in four high schools in Arizona and New York. We ask, What individual, school, and social contextual factors explain students’ sense of school belonging? How do students from diverse backgrounds understand and experience belonging in school? Findings: We find that students understand belonging as emerging from their own individual characteristics (including newcomer status and identifying as Latinx), the school environment (participation in clubs and class discussion), and their perceptions and experiences of the social context, including incidents of discrimination. Implications: Findings from our study have important implications for the role of diverse schools not only in fostering belonging but also in countering broader experiences of discrimination and exclusion.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"128 1","pages":"617 - 645"},"PeriodicalIF":2.5,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43741041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-01Epub Date: 2022-04-04DOI: 10.1086/719159
Huriya Jabbar, Eupha Jeanne Daramola, Julie A Marsh, Taylor Enoch-Stevens, Jacob Alonso, Taylor N Allbright
Purpose: We examine policy influencers' perceptions of the targets of school-choice policy across five states, exploring how constructions varied for White and racially minoritized families, whether policy actors conceived of the "target" of policy as the child or the parent, and how these racialized constructions varied across different types of school-choice policies.
Research methods/approach: We conducted 56 semistructured interviews in 2019 with state-level stakeholders across five states.
Findings: We found that policy actors generally viewed White families as strong and racially minoritized families as weak. However, for both groups, we found variation in whether these constructions were positive or negative and differences between students and parents. We find that social constructions are fluid, with varying, sometimes conflicting and contradictory views of racially minoritized and White parents in the same period, within the same state context. Despite the salience of race throughout social constructions of the target population, policy actors primarily used color-evasive references. In general, we found little variation in policy components at the state level.
Implications: Our work demonstrates how racialized social constructions matter for equity in school-choice policy, with implications for local, state, and federal policy and for future research.
{"title":"Social Construction Is Racial Construction: Examining the Target Populations in School-Choice Policies.","authors":"Huriya Jabbar, Eupha Jeanne Daramola, Julie A Marsh, Taylor Enoch-Stevens, Jacob Alonso, Taylor N Allbright","doi":"10.1086/719159","DOIUrl":"10.1086/719159","url":null,"abstract":"<p><strong>Purpose: </strong>We examine policy influencers' perceptions of the targets of school-choice policy across five states, exploring how constructions varied for White and racially minoritized families, whether policy actors conceived of the \"target\" of policy as the child or the parent, and how these racialized constructions varied across different types of school-choice policies.</p><p><strong>Research methods/approach: </strong>We conducted 56 semistructured interviews in 2019 with state-level stakeholders across five states.</p><p><strong>Findings: </strong>We found that policy actors generally viewed White families as strong and racially minoritized families as weak. However, for both groups, we found variation in whether these constructions were positive or negative and differences between students and parents. We find that social constructions are fluid, with varying, sometimes conflicting and contradictory views of racially minoritized and White parents in the same period, within the same state context. Despite the salience of race throughout social constructions of the target population, policy actors primarily used color-evasive references. In general, we found little variation in policy components at the state level.</p><p><strong>Implications: </strong>Our work demonstrates how racialized social constructions matter for equity in school-choice policy, with implications for local, state, and federal policy and for future research.</p>","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"128 1","pages":"487-518"},"PeriodicalIF":2.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11178037/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45148328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Education Trap: Schools and the Remaking of Inequality in Boston by Cristina Viviana Groeger. Cambridge, MA: Harvard University Press, 2021. 384 pp., $35.00 (cloth).","authors":"Walter C. Stern","doi":"10.1086/719158","DOIUrl":"https://doi.org/10.1086/719158","url":null,"abstract":"","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"1 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43114293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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