Integration Versus Meritocracy? Competing Educational Goals During the COVID-19 Pandemic

Castillo, Elise; Makris, Molly Vollman; Debs, Mira

doi:10.1177/23328584211065716

Cited by 3 publications

(2 citation statements)

References 25 publications

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“…For some stakeholders, Covid-19 furthered a policy consensus that the pandemic magnified existing structural inequities (Castillo et al, 2021). IntegrateNYC and Territorial Empathy organized an online event, “Segregation is Killing Us,” illustrating the connections between the concentration of segregated schools in predominantly Black and Latinx neighborhoods that ran eerily parallel to rates of Covid-19 (Territorial Empathy, 2020).…”

Section: Resultsmentioning

confidence: 99%

“…Other activists have shifted their efforts to more immediate concerns, such as mobilizing in support of remote schooling. As some integration activist groups seemingly slowed down their work in 2021, political candidates supporting screened admissions and G&T programs won their elections, including PLACE-affiliated CEC candidates and Mayor Eric Adams (Castillo et al, 2021). Thus, the future of citywide civic capacity for school integration remains uncertain.…”

Section: -2021: Coalitions Maintain Momentum Alongside Growing Tensionsmentioning

confidence: 99%

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Building Civic Capacity: The History and Landscape of NYC Integration Activism, 2012–2021

Debs

Makris

Castillo

et al. 2022

Teachers College Record: The Voice of Scholarship in Education

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Background: New York City is one of the most segregated school districts in the country, but between 2012 and 2021, school integration moved from a marginal to a central education policy. Existing narratives have emphasized the efforts of parents and school and political leaders, with less attention given to the significance of citywide coalitions of activists, especially youth activists. Purpose: We examine how grassroots activists contributed to advancing school integration policy, and the opportunities and challenges that resulted, through urban regime theory, and specifically civic capacity, which highlights how various constituencies build a shared agenda for policy change. Research Design: Working in partnership with four youth interviewers at two integration activist organizations, we conducted 72 semi-structured interviews with New York City student, parent, and community activists. We also observed 36 hours of public meeting observations and collected publicly available documents, including 360 newspaper articles and policy documents, to triangulate our findings. Conclusions: We found that activist coalitions made progress in developing civic capacity through increased collaboration among diverse stakeholders, notably youth, toward a shared definition of integration. However, growing tensions with rival coalitions and the fragmented political landscape of NYC limited the strength and durability of civic capacity.

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Section: Resultsmentioning

confidence: 99%

Section: -2021: Coalitions Maintain Momentum Alongside Growing Tensionsmentioning

confidence: 99%

Building Civic Capacity: The History and Landscape of NYC Integration Activism, 2012–2021

Debs

Makris

Castillo

et al. 2022

Teachers College Record: The Voice of Scholarship in Education

Self Cite

View full text Add to dashboard Cite

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Parents’ Views of a Gifted and Talented Phase Out Proposal: The Aspirational Class and the Disruption of Racial Inequities in Diverse Schools

Roda

2024

Urban Rev

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“They Masked our Children”: School District Communication Officers’ Sensemaking of Parent Activists During the COVID-19 Pandemic

Richardson,

Cosgrove,

Elkhalid

2023

International Journal of Business Communication

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Since the COVID-19 pandemic emerged, school board meetings were regularly featured on news broadcasts and social media platforms, depicting scenes of conflict, controversy, and disruption. We wondered how school district communication officers made sense of and remembered parent activists during the pandemic. Using sensemaking theory as a guiding framework, we analyzed data from interviews with 22 school district public information officers (PIOs) in Texas. Data analysis revealed what PIOs noticed (e.g. uncertainty, school board politicization, and closing/opening schools), their meaning-making (e.g. “return-to-normalcy” parents and “risk-averse” parents), and their actions (high vs. low engagement). With regard to remembering, or legacy, emergent themes included “strengthened relationships and learning” and the “domino effect,” which describes school districts where parent activism has persisted with new issues. In light of these findings, we offer theoretical and practical implications including recognition of several sensemaking tensions and impacts on PIOs of sensemaking under prolonged, stressful conditions.

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Integration Versus Meritocracy? Competing Educational Goals During the COVID-19 Pandemic

Cited by 3 publications

References 25 publications

Building Civic Capacity: The History and Landscape of NYC Integration Activism, 2012–2021

Building Civic Capacity: The History and Landscape of NYC Integration Activism, 2012–2021

Parents’ Views of a Gifted and Talented Phase Out Proposal: The Aspirational Class and the Disruption of Racial Inequities in Diverse Schools

“They Masked our Children”: School District Communication Officers’ Sensemaking of Parent Activists During the COVID-19 Pandemic

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