My So-Called Choice: The Trappings of School Choice for Non-Admits

Autor/in	Rosenbloom, Susan Rakosi
Titel	My So-Called Choice: The Trappings of School Choice for Non-Admits
Quelle	In: Urban Review: Issues and Ideas in Public Education, 42 (2010) 1, S.1-21 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-009-0121-6
Schlagwörter	Neighborhoods; Neighborhood Schools; School Choice; Admission (School); High Schools; Minority Groups; Interviews; Longitudinal Studies; Peer Groups; Trust (Psychology); Student Participation; Decision Making; Educational Policy; New York + Suchen Sie Ihr Suchwort? Neighbourhoods; Nachbarschaft; Choice of school; Schulwahl; High school; Oberschule; Ethnische Minderheit; Interviewing; Interviewtechnik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Gleichaltrigengruppe; Peer Group; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Decision-making; Entscheidungsfindung; Politics of education; Bildungspolitik
Abstract	Exploratory research investigates how students in a neighborhood high school navigate the complex school choice admissions process in New York City. Four years of in-depth, longitudinal interviews with thirty minority youth explores how their status as "non-admits" (students rejected from all schools) shapes their perceptions of peers and experiences in school. "Non-admits" feel duped into attending stigmatized neighborhood schools and believe their peers cannot be trusted. Analysis suggests school choice research and policy can be improved by: (1) considering students' participation in the decision-making process; (2) investigating students who only receive the "trappings of choice"; (3) integrating the social consequences of school choice into current policy discussions and; (4) analyzing how the quality of officially published information about schools influences decision-making. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10