Racism? Administrative and Community Perspectives in Data-Driven Decision Making: Systemic Perspectives versus Technical-Rational Perspectives

Autor/inn/en	Khalifa, Muhammad A.; Jennings, Michael E.; Briscoe, Felecia; Oleszweski, Ashley M.; Abdi, Nimo
Titel	Racism? Administrative and Community Perspectives in Data-Driven Decision Making: Systemic Perspectives versus Technical-Rational Perspectives
Quelle	In: Urban Education, 49 (2014) 2, S.147-181 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085913475635
Schlagwörter	School Community Relationship; Data; Decision Making; School Closing; Public Schools; High Schools; African American Community; Critical Theory; Race; Parent Attitudes; Parent School Relationship; Social Differences; Racial Discrimination; Administrator Behavior; School Administration; Urban Schools; Case Studies; Interviews; Texas + Suchen Sie Ihr Suchwort? Daten; Decision-making; Entscheidungsfindung; School closings; Schule; Schließung; Schließung (von Schulen); Public school; Öffentliche Schule; High school; Oberschule; Kritische Theorie; Rasse; Abstammung; Elternverhalten; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Sozialer Unterschied; Racial bias; Rassismus; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik
Abstract	This case study describes tensions that became apparent between community members and school administrators after a proposal to close a historically African American public high school in a large urban Southwestern city. When members of the city's longstanding African American community responded with outrage, the school district's senior administration backed away from their proposal to close the school, despite making what it felt was a "neutral" and technical-rational decision. However, the local community interpreted this move as the historical continuation of racist behaviors and policies that had been experienced by the community over a period of several decades. Critical race theory (CRT) allows for an analysis regarding the nature of these beliefs about race and indicates the need for school administrators to engage the realities of the community members they serve, rather than merely enacting technical-rational administrative behaviors that serve to continue regimes of marginalization and oppression. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10