The New Politics of Diversity: Lessons from a Federal Technical Assistance Grant

Autor/inn/en	Frankenberg, Erica; McDermott, Kathryn A.; DeBray, Elizabeth; Blankenship, Ann Elizabeth
Titel	The New Politics of Diversity: Lessons from a Federal Technical Assistance Grant
Quelle	In: American Educational Research Journal, 52 (2015) 3, S.440-474 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831215584661
Schlagwörter	Technical Assistance; Federal Programs; Federal Aid; School Districts; Politics of Education; Incentive Grants; Student Diversity; Social Integration; Inclusion; Desegregation Methods; Program Effectiveness; Program Evaluation; Barriers; Interviews; Observation; Meetings; Position Papers; Case Studies; Elementary Secondary Education; Audits (Verification); Public Education; Educational History; Program Descriptions; Race; Definitions; Socioeconomic Influences; Court Litigation; California; Kentucky; Massachusetts + Suchen Sie Ihr Suchwort? Technische Hilfe; School district; Schulbezirk; Educational policy; Bildungspolitik; Finanzieller Anreiz; Soziale Integration; Inklusion; Programme evaluation; Programmevaluation; Interviewing; Interviewtechnik; Beobachtung; Meeting; Tagung; Positionspapier; Case study; Fallstudie; Case Study; Öffentliche Erziehung; History of education; Bildungsgeschichte; Rasse; Abstammung; Begriffsbestimmung; Sozioökonomischer Faktor; Rechtsstreit; Kalifornien; Master-Studiengang
Abstract	In 2009, the U.S. Department of Education distributed $2,500,000 via a competitive grant program, the Technical Assistance for Student Assignment Plans, to 11 school districts. The grants and their local effects provide an opportunity to examine the new politics of diversity in public education. Participants cited a wide range of conceptions of diversity, most of which were race-neutral. Some districts enacted policies deemphasizing their original diversity goals. Even in Technical Assistance for Student Assignment Plans (TASAP) districts, whose leaders presumably value diversity, diversity was not always a compelling goal when competing with priorities such as fiscal austerity, school improvement, and neighborhood school demands. Future federal efforts to increase students' exposure to diverse peers should recognize that local conditions might create contrary political pressures for local policymakers. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01