School Desegregation, School Re-Zoning, and Growth Management in Two Maryland Counties

Autor/inn/en	Bierbaum, Ariel H.; Sunderman, Gail L.
Titel	School Desegregation, School Re-Zoning, and Growth Management in Two Maryland Counties
Quelle	In: Education Policy Analysis Archives, 29 (2021) 165, (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Bierbaum, Ariel H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Zoning; School Desegregation; Population Growth; Land Use; Public Policy; Racial Composition; Racial Bias; Counties; School Districts; Regional Characteristics; Regional Planning; Maryland + Suchen Sie Ihr Suchwort? Raumordnung; Integrative Schule; Population increase; Bevölkerungswachstum; Bodennutzung; Öffentliche Ordnung; Racial discrimination; Rassismus; School district; Schulbezirk; Regionaler Faktor; Regionalplanung
Abstract	This article examines how school and non-school policies interact to reinforce or disrupt school segregation in the context of suburban communities and how these systems are maintained by structural and institutional mechanisms. Methodologically, we use a case study approach to delve deeply into the interpretation and implementation of school attendance zone redesign and non-school policies, specifically land use policies and tools. We draw on neo-institutionalist theory and Ray's (2019) framework of racialized organizations to make sense of school districts, planning agencies, and their policies. We find that school district rezoning policies provide a weak regulatory framework for desegregating schools because school zoning decisions are not made in a vacuum but rather are shaped by policies and actions taken by other actors in a multi-level governance structure. School zoning policies themselves prioritized capacity over desegregation, and regulations and norms governing the public engagement processes privilege opposition to desegregation. Our study points to the importance of greater coordination across governmental levels and policy arenas, and underscores how desegregation policy is part of a political and relational process between advocates, elected leaders, families, and youth across policy sectors. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01