Redefining Diversity: Political Responses to the Post-PICS Environment

This article examines the federal and local political response to the Parents Involved decision. At the federal level, developments suggest a reaction to Parents Involved that, since President Obama has taken office, has been largely supportive of voluntary efforts to promote racial diversity. The a...

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Vydané v:	Peabody journal of education Ročník 86; číslo 5; s. 529 - 552
Hlavní autori:	Siegel-Hawley, Genevieve, Frankenberg, Erica
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	Philadelphia Taylor & Francis Group 01.11.2011 Taylor and Francis Group, LLC Routledge Routledge, Taylor & Francis Group
Predmet:	Adoption Adoptive parents Affirmative Action Assignment Bakke v Regents of University of California Civil Rights Classification Concept Formation Court Litigation Desegregation Districts Education Education policy Elementary Secondary Education Elimination Grutter et al v Bollinger et al Higher Education Magnet schools Management Multiculturalism & pluralism Obama, Barack Parent participation Parents Parents & parenting Politics Politics of Education Presidency Presidents Race Racial Integration School Desegregation School Districts Social Class Student assignments Student Diversity Student Placement Students United States > US
ISSN:	0161-956X, 1532-7930
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Shrnutí:	This article examines the federal and local political response to the Parents Involved decision. At the federal level, developments suggest a reaction to Parents Involved that, since President Obama has taken office, has been largely supportive of voluntary efforts to promote racial diversity. The administration has also been seeking to enforce more traditional race-based civil rights cases. Locally, even though reactions to the decision are as varied as the districts themselves, three broad categories of political responses emerge from our review of post—Parents Involved student assignment policies. They are the adoption of multifactor student assignment plans, the adoption of class-based (e.g., race-neutral) student assignments, and the elimination of efforts to pursue diversity. This article is particularly interested in examining the first two categories of responses. In doing so, we argue that some school districts are pursuing a redefined conceptualization of diversity in a challenging legal and political climate.
Bibliografia:	SourceType-Scholarly Journals-1 ObjectType-Feature-1 content type line 14 ObjectType-Article-1 ObjectType-Feature-2 content type line 23
ISSN:	0161-956X 1532-7930
DOI:	10.1080/0161956X.2011.616135