Turbulence in St. Louis County: School Transfers, Opportunity Hoarding, and the Legacy of "Brown"

Autor/in	Grooms, Ain
Titel	Turbulence in St. Louis County: School Transfers, Opportunity Hoarding, and the Legacy of "Brown"
Quelle	In: Peabody Journal of Education, 94 (2019) 4, S.403-419 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2019.1648952
Schlagwörter	Suburban Schools; School Districts; Desegregation Litigation; School Desegregation; Busing; Racial Relations; Conflict; Transfer Students; Discourse Analysis; Critical Theory; Race; Tuition; Educational Opportunities; Selective Admission; Consolidated Schools; Missouri (Saint Louis) + Suchen Sie Ihr Suchwort? Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; School district; Schulbezirk; Integrative Schule; Konflikt; Hochschulwechsel; Schulwechsel; Studienortwechsel; Diskursanalyse; Kritische Theorie; Rasse; Abstammung; Unterweisung; Unterricht; Bildungsangebot; Bildungschance; Bildungsselektion; Consolidated school; Mittelpunktschule; Zentralschule
Abstract	In the 1954 "Brown v. Board of Education" case, the U.S. Supreme Court ruled segregated schools unconstitutional, and the process of school desegregation fell mostly to Black children. For over 35 years, Black families in St. Louis City have been using school transfers to cross boundaries in order to send their children to higher performing, predominately White schools in suburban St. Louis County in search of "a better education." Relying on turbulence theory and Critical Race Theory (CRT), this study uses a media framing analysis to examine how newspaper articles described school transfers to the broader public between 2007 and 2017. Findings indicate that the articles described Black and White school districts as being affected by varying levels of turbulence and conflict. Findings also outline examples of opportunity hoarding by White schools and districts. The original focus of the "Brown" case was the lack of equitable resources in Black schools, and this study reignites questions about exclusion, privilege, and the choices made by Black families to receive educational equity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01