Racialized Perceptions of Anticipated School Belonging

Autor/in	Hailey, Chantal A.
Titel	Racialized Perceptions of Anticipated School Belonging
Quelle	In: Educational Policy, 36 (2022) 4, S.879-910 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hailey, Chantal A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/08959048221087211
Schlagwörter	Racial Attitudes; Sense of Community; School Choice; School Demography; Educational Quality; Educational Environment; Racial Differences; Racial Bias; Institutional Characteristics; High School Students; Hispanic American Students; African American Students; White Students; Asian American Students; New York (New York) + Suchen Sie Ihr Suchwort? Rassenfrage; Choice of school; Schulwahl; Schulbesuchsrate; Quality of education; Bildungsqualität; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Rassenunterschied; Racial discrimination; Rassismus; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; African Americans; Afroamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA
Abstract	Families indicate that fit and safety are priorities in school selections. It is not clear, however, whether school racial composition shapes families' perceptions of anticipated school belonging. Using a survey experiment with students and parents actively choosing NYC schools, I find that families expressed racialized judgments of belonging. Among schools that were otherwise similar, respondents anticipated feeling most welcome in schools with the highest proportion of their racial group and least welcome in schools with the lowest portions of their ingroup. Families' race-based assessments of school quality could be a key mechanism to explain racial segregation in school choice programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01