Seeing Merit as a Vehicle for Opportunity and Equity: Youth Respond to School Choice Policy

Autor/inn/en	Phillippo, Kate; Griffin, Briellen; Del Dotto, B. Jacob; Lennix, Crystal; Tran, Ha
Titel	Seeing Merit as a Vehicle for Opportunity and Equity: Youth Respond to School Choice Policy
Quelle	In: Urban Review: Issues and Ideas in Public Education, 53 (2021) 4, S.591-616 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Phillippo, Kate)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-020-00590-y
Schlagwörter	Recognition (Achievement); Equal Education; Educational Opportunities; Adolescents; High School Students; School Choice; Educational Policy; Student Characteristics; Family Income; Value Judgment; Urban Schools + Suchen Sie Ihr Suchwort? Soziale Anerkennung; Bildungsangebot; Bildungschance; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Choice of school; Schulwahl; Politics of education; Bildungspolitik; Familieneinkommen; Werturteil; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	School choice policy is ubiquitous in urban school districts. Evidence suggests that it has not fully delivered on its proponents' promises of equitable educational opportunity. While scholars and policymakers scrutinize data to determine school choice's equity outcomes, little attention has been paid to how school choice policy directly influences youth understanding of educational equity and opportunity. This study therefore explores how youth who engage with school choice policy come to understand and act upon the distribution of educational opportunities, and the extent to which their understandings and actions vary by social identity, family resources, school resources and admissions outcomes. 36 youth, engaged in the high school choice process, participated in this study, which is guided by policy enactment theory. Across subgroups, participants overwhelmingly valued merit as the best principle by which to distribute educational opportunity. Alongside this near-universal embrace of merit and widespread participation in choice policy-required actions, those who accessed the highest-performing schools often did so by activating non-academic resources that required financial capital. These findings highlight a shared ritual that serves to instantiate and reinforce ideals of meritocracy. Findings inform our discussion of school choice policy's educational equity and civic implications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01