"Really Just Lip Service": Talking about Diversity in Suburban Schools

Autor/in	Tyler, Alison C.
Titel	"Really Just Lip Service": Talking about Diversity in Suburban Schools
Quelle	In: Peabody Journal of Education, 91 (2016) 3, S.289-308 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2016.1182838
Schlagwörter	Suburban Schools; Student Diversity; Ethnic Diversity; Qualitative Research; Teacher Attitudes; Administrator Attitudes; Discourse Analysis; Social Development; Racial Differences; Social Bias; Socioeconomic Status; Cultural Influences; Prior Learning; Teacher Education Programs; Elementary Secondary Education; Semi Structured Interviews; Stereotypes; California (Los Angeles); Florida; Georgia (Atlanta); Massachusetts (Boston); Minnesota (Minneapolis); Texas (San Antonio) + Suchen Sie Ihr Suchwort? Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Qualitative Forschung; Lehrerverhalten; Diskursanalyse; Soziale Entwicklung; Rassenunterschied; Socio-economic status; Sozioökonomischer Status; Cultural influence; Kultureinfluss; Vorkenntnisse; Klischee
Abstract	Suburban school districts are in the midst of rapid racial/ethnic and socioeconomic diversification, although the teaching force remains much more homogenous. This article examines how educators in increasingly more diverse suburban schools conceptualize diversity. Qualitative data comes from interviews of 40 teachers, 23 principals and assistant principals, and 16 other school staff in six suburban school districts across the country. Using critical discourse analysis (van Dijk, 1993), I identify three primary discourses: an aspirational commitment to preparing students for a diverse society; color-muteness and insistence on individuality; and a deficit perspective on students from diverse racial/ethnic, linguistic, and socioeconomic backgrounds. In particular, educators perceived cultural deficits in students' families and communities (Valencia, 2010). Finally, a small number of participants recognized structural forces that impeded the achievement of students of color. The discussion analyzes how such discourses threaten to reproduce educational inequality as suburban districts continue to diversify and concludes with recommendations for districts and schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01