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Autor/inn/enGándara, Patricia C.; Aldana, Ursula S.
TitelWho's Segregated Now? Latinos, Language, and the Future of Integrated Schools
QuelleIn: Educational Administration Quarterly, 50 (2014) 5, S.735-748 (14 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0013-161X
DOI10.1177/0013161X14549957
SchlagwörterHispanic American Students; Court Litigation; English Language Learners; Bilingual Education; Magnet Schools
AbstractBackground: Since the passage of "Brown v. Board of Education" in 1954, the demographic landscape of American schools has changed dramatically. By 2011, there were 12.4 million Latinos enrolled in prekindergarten to 12th-grade public schools, which constitutes 23.9% of the U.S. student population. A primary challenge that faces schools today is the increasing segregation of these Latinos, who are now the most segregated group of students in the West. Despite the Supreme Court decision to address the plight of segregation of Latino students, desegregation and language programming to assist English learners has been viewed as contradictory and competing with each other. Implications: The authors contend that school and community leaders should focus on the promotion of dual immersion, International Baccalaureate, and magnet programs to provide Latino, and particularly, English learners, the opportunity to attend strong integrated schools. (As Provided).
AnmerkungenSAGE 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 vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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