Segregation, Diversity, and Pathology: School Quality and Student Demographics in Gentrifying New York

Autor/in	Freidus, Alexandra
Titel	Segregation, Diversity, and Pathology: School Quality and Student Demographics in Gentrifying New York
Quelle	In: Educational Policy, 36 (2022) 4, S.822-848 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Freidus, Alexandra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/08959048221087206
Schlagwörter	School Segregation; Student Diversity; Educational Quality; Urban Schools; Social Justice; Advocacy; School Desegregation; Discourse Analysis; Racial Bias; School Demography; Educational Improvement; Outcomes of Education; New York (New York) + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Soziale Gerechtigkeit; Sozialanwaltschaft; Integrative Schule; Diskursanalyse; Racial discrimination; Rassismus; Schulbesuchsrate; Teaching improvement; Unterrichtsentwicklung; Lernleistung; Schulerfolg
Abstract	Discussions of school integration often contrast the perceived deficits of segregated schools with the perceived strengths of schools with diverse student bodies. In this study, I examine the relationships that school community members infer between student demographics and school quality in diversifying areas of New York City. I use portraits of three New Yorkers to examine the ways that school community members reluctantly re-inscribe the stigma associated with segregated schools, assuming that the best way to improve a school is to increase its diversity. These braided discourses of pathology and diversity call into question the extent to which advocacy for integration advances the goals of educational justice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01