Marketing Diversity: Selling School Districts in a Racialized Marketplace

Autor/in	Turner, Erica O.
Titel	Marketing Diversity: Selling School Districts in a Racialized Marketplace
Quelle	In: Journal of Education Policy, 33 (2018) 6, S.793-817 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Turner, Erica O.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2017.1386327
Schlagwörter	Public Schools; Student Recruitment; Marketing; Student Diversity; Racial Composition; School Districts; Social Class; Whites; Middle Class; Racial Bias; Cultural Awareness; Cultural Capital; Critical Theory; Race; Educational Practices; Cultural Pluralism + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; School district; Schulbezirk; Social classes; Soziale Klasse; White; Weißer; Mittelschicht; Racial discrimination; Rassismus; Cultural identity; Kulturelle Identität; Kritische Theorie; Rasse; Abstammung; Bildungspraxis; Kulturpluralismus
Abstract	Schools in the US and across the globe are increasingly engaged in marketing practices to attract and retain students and families. This study examines why and how administrators and school board members in two public school systems in the US seek to market their schools. Using in-depth case studies, a socio-cultural approach to policy, and critical race perspectives, I trace administrators' and school board members' logics about marketing, and specifically their emphasis on marketing the racial 'diversity' of their students. I find that despite differences in economic circumstances and community orientations to racial inclusion, leaders in these two competitive, under-resourced, and demographically changing school districts target upper- and middle-class White families, draw on discourses of global cosmopolitanism, and commodify racial diversity as a competitive advantage for upper- and middle-class White families that leaders believe do not see inherent value in students of color. This attempt to use racial diversity as a 'selling point,' varies in its particularities in each district--one district acknowledges and emphasizes how all students may gain from interracial and intercultural interactions and knowledge while the other district leverages abstract notions of diversity, removed from actual children of color--a consequence, in part, of district leaders' uniquely racialized marketplaces. I conclude with a discussion of the implications of these findings. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01