Seeking Diversity: The Challenges of Implementing a Race-Neutral Student Assignment Plan in an Urban School District

Autor/in	Diem, Sarah
Titel	Seeking Diversity: The Challenges of Implementing a Race-Neutral Student Assignment Plan in an Urban School District
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 28 (2015) 7, S.842-867 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2015.1023231
Schlagwörter	School Desegregation; Racial Integration; Program Implementation; Urban Schools; School Districts; Student Placement; Student Diversity; Ethnic Diversity; Case Studies; Educational Policy; Social Change; Equal Education; Access to Education; Socioeconomic Influences; Civil Rights Legislation; Data Collection; Semi Structured Interviews; Desegregation Litigation; Social Influences; Nebraska + Suchen Sie Ihr Suchwort? Integrative Schule; Rassenintegration; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Schülerpraktikum; Case study; Fallstudie; Case Study; Politics of education; Bildungspolitik; Sozialer Wandel; Education; Access; Bildung; Zugang; Bildungszugang; Sozioökonomischer Faktor; Private law; Bürgerliches Recht; Data capture; Datensammlung; Sozialer Einfluss
Abstract	As US schools return to the levels of segregation that existed when many initial desegregation orders were established and concentrations of poverty are escalating, the judicial tools in place to achieve integrated schools have shifted. In its most recent ruling on school desegregation, "Parents Involved in Community Schools v. Seattle School District No. 1", the US Supreme Court required school districts to implement less race-conscious student assignment plans when attempting to achieve racial diversity throughout their schools. In this article, I explore the nexus between current race-neutral judicial preferences, racial integration, and the segregated realities that are present across many US school districts. Specifically, I examine the challenges of one urban school district, Omaha Public Schools, who utilizes a race-neutral student assignment policy in its integration efforts. I pay particular attention to the history around racialization in the Omaha metropolitan area and how it impacts the district's efforts to achieve racial diversity in its schools. Finally, I conclude with a discussion on potential challenges urban school districts may face in trying to achieve their intended diversity goals if new methods of student assignment are not considered in shifting sociopolitical contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01