The Decentralization of Race: Tracing the Dilution of Racial Equity in Educational Policy

Autor/inn/en	Felix, Eric R.; Trinidad, Adrián
Titel	The Decentralization of Race: Tracing the Dilution of Racial Equity in Educational Policy
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 33 (2020) 4, S.465-490 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Felix, Eric R.) ORCID (Trinidad, Adrián)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2019.1681538
Schlagwörter	Equal Education; Racial Differences; Educational Policy; Higher Education; Critical Theory; State Policy; Racial Discrimination; Minority Group Students; Outcomes of Education; Race; Affirmative Action; Policy Analysis; California + Suchen Sie Ihr Suchwort? Rassenunterschied; Politics of education; Bildungspolitik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kritische Theorie; Racial bias; Rassismus; Lernleistung; Schulerfolg; Rasse; Abstammung; Politikfeldanalyse; Kalifornien
Abstract	This article examines California's Student Equity Policy crafted by policymakers to "avoid an underclass of ethnic minorities" in higher education. We combine tenets from critical race theory, interest convergence, and color-evasiveness to qualitatively interrogate 17 policy documents including chaptered bills, legislative mandates, and implementation guidelines related to the reform effort. We highlight how revisions to the reform deliberately inoculated a race-conscious policy into an effort targeting all students. Over the policy's 25-year history, we found that policymakers continuously diluted the role of race and opportunities to address racial disparities in legislative mandates. Implications for this research emphasize the significant role of policymakers in crafting legislation that explicitly draws attention to inequities faced by racially minoritized students in higher education. It considers practitioners' ability to implement these policies in ways that can improve racial equity. We conclude by sharing recommendations for scholars seeking critical approaches to understand how racially minoritized students benefit, or not, from equity initiatives crafted by policymakers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01