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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Bibliographic Details
Published in:Peabody journal of education Vol. 86; no. 5; pp. 529 - 552
Main Authors: Siegel-Hawley, Genevieve, Frankenberg, Erica
Format: Journal Article
Language:English
Published: Philadelphia Taylor & Francis Group 01.11.2011
Taylor and Francis Group, LLC
Routledge
Routledge, Taylor & Francis Group
Subjects:
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
Online Access:Get full text
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Summary: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.
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ISSN:0161-956X
1532-7930
DOI:10.1080/0161956X.2011.616135