Segregate, Discriminate, Signal: A Model for Understanding Policy Drivers of Educational Inequality

Autor/in	Mizrav, Etai
Titel	Segregate, Discriminate, Signal: A Model for Understanding Policy Drivers of Educational Inequality
Quelle	In: Educational Policy, 37 (2023) 2, S.554-581 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mizrav, Etai)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/08959048211029026
Schlagwörter	Equal Education; Educational Policy; Desegregation Litigation; School Desegregation; School Resegregation; Urban Schools; Suburban Schools; Educational Discrimination; Models; School Choice; Educational Legislation; Elementary Secondary Education; Federal Legislation; Educational Equity (Finance); Access to Education; Racism; Racial Segregation; Teacher Expectations of Students; Minority Group Students + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Integrative Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Analogiemodell; Choice of school; Schulwahl; Bildungsrecht; Schulgesetz; Bundesrecht; Education; Access; Bildung; Zugang; Bildungszugang; Rassismus; Rassentrennung
Abstract	Decades after the Brown v. Board of Education ruling banned mandatory race-based separation of students to different schools, school segregation, and inequality in the United States are rapidly increasing. In this research synthesis, I propose a model for explaining how segregation and inequality are formed in urban and suburban school systems and exacerbated even in the absence of formal segregation policy. The model describes segregation as a component in a triangle of discriminatory education policy processes: segregation, discrimination, and signaling. Connecting these three seemingly distinct policy practices could provide a better explanation for the growing inequality in the U.S. school system. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01