K-12 School Diversity and Social Cohesion: Evidence in Support of a Compelling State Interest

Autor/inn/en	Mikulyuk, Ashley B.; Braddock, Jomills H.
Titel	K-12 School Diversity and Social Cohesion: Evidence in Support of a Compelling State Interest
Quelle	In: Education and Urban Society, 50 (2018) 1, S.5-37 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124516678045
Schlagwörter	Elementary Secondary Education; Diversity (Institutional); Metropolitan Areas; Social Integration; Race; Ethnicity; Racial Attitudes; Racial Integration; Desegregation Effects; School Desegregation; Court Litigation; Affirmative Action; College Admission; Educational Policy; Citizenship; Constitutional Law; Least Squares Statistics; Regression (Statistics); Statistical Analysis + Suchen Sie Ihr Suchwort? Ballungsraum; Soziale Integration; Rasse; Abstammung; Ethnizität; Rassenfrage; Rassenintegration; Integrative Schule; Rechtsstreit; Hochschulzugang; Hochschulzulassung; Zulassung; Politics of education; Bildungspolitik; Staatsbürgerschaft; Staatsrecht; Regression; Regressionsanalyse; Statistische Analyse
Abstract	Despite existing research that demonstrates the benefits of racial diversity in education, the Court has become increasingly disinclined to allow the use of race or ethnicity in education policy targeted to increase race/ethnic diversity, absent a compelling state interest. The debate over the merits of educational diversity has almost exclusively focused on individual-level outcomes, ignoring consequences for society at large. We argue that this restricted conception of the goals of diversity may limit our understanding of how diverse learning opportunities represent compelling societal interests. Using macro-level data of 29 U.S. metropolitan areas, we examine the societal impact of K-12 diversity on an important societal attribute, intergroup social cohesion. This research has the potential to inform education policy and judicial sentiment about diversity as a compelling state interest in an increasingly diverse society. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01