Social Construction Is Racial Construction: Examining the Target Populations in School-Choice Policies

Jabbar, Huriya; Daramola, Eupha Jeanne; Marsh, Julie A.; Enoch-Stevens, Taylor; Alonso, Jacob; Allbright, Taylor N.

doi:10.1086/719159

Cited by 23 publications

(13 citation statements)

References 51 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Our findings related to support for racially minoritized students in California contribute to an emerging literature on the racialized nature of social constructions and political power in educational policy (e.g., Gándara, 2020 ; Jabbar et al, 2022 ). Our study took place at the height of the “racial reckoning” that followed the murders, perpetrated by police, of Breonna Taylor, George Floyd, and other Black people ( Horowitz et al, 2020 ).…”

Section: Discussion and Policy Implicationssupporting

confidence: 64%

“One of the Weakest Budget Players in the State”: State Funding of Higher Education at the Onset of the COVID-19 Pandemic

Gándara

Billings

Rubin

et al. 2023

Educational Evaluation and Policy Analysis

View full text Add to dashboard Cite

Prior studies have documented the pattern of decreased state funding for higher education in periods of economic contraction (i.e., the balance wheel phenomenon). This qualitative case study examines how policymakers in California and Texas made decisions about funding higher education at the onset of the COVID-19 pandemic, when policymakers faced an economic downturn. Data comprise 28 interviews with key state actors and 69 documents. The analysis expands prior understandings of how state policymakers make budgeting decisions that affect higher education by exploring how they perceive certain target populations as deserving or undeserving of state support. The study also sheds light on the tenuous relationship between policymakers’ views of higher education and their funding decisions.

show abstract

Section: Discussion and Policy Implicationssupporting

confidence: 64%

“One of the Weakest Budget Players in the State”: State Funding of Higher Education at the Onset of the COVID-19 Pandemic

Gándara

Billings

Rubin

et al. 2023

Educational Evaluation and Policy Analysis

View full text Add to dashboard Cite

show abstract

“…When districts set more restrictive policies, they exclude additional Black, Hispanic, and lowincome non-resident students, but they do not appear to exclude additional white and higher-income non-resident students. The implication is that local discretion over open enrollment restricts access for low-income and racially minoritized students, who are often framed as the target for such school choice policies (Jabbar et al, 2022). Why do districts set more restrictive policies, and why do these policies have a racially and socioeconomically exclusionary impact?…”

Section: Discussionmentioning

confidence: 99%

School Choice, Local Discretion, and Stratification: Evidence From Inter-district Open Enrollment in Metro Detroit

Singer

2022

Education and Urban Society

View full text Add to dashboard Cite

School choice policies can, by design or in implementation, give schools and districts discretion over enrollment. In this study, I examine the effect of local discretion over inter-district open enrollment on non-resident enrollment. I use longitudinal data on open enrollment patterns and policies in the metropolitan Detroit area. I find that when districts set more restrictive open enrollment policies, they enroll fewer new non-resident students overall, due to a decrease in new Black, Hispanic, and low-income non-resident students specifically. When districts allow inter-district open enrollment, racial and socioeconomic segregation within those districts do not change, and racial isolation slightly increases. My findings suggest that regulating enrollment policies to reduce discretionary exclusion can increase access to inter-district choice for some low-income and racially minoritized students, but that these kinds of policy changes are unlikely to reduce racial segregation and socioeconomic stratification more broadly.

show abstract

“…In March 2020, the COVID-19 virus closed schools across the United States and the world. From spring 2020 through spring 2021, school systems faced difficult decisions regarding how to deliver instruction while maintaining the safety and well-being of students, families, teachers, and staff (Jabbar et al, 2023). Racially minoritized communities often faced challenges with access to and quality of schooling during this time period (Horsford et al, 2021;Soltero-González & Gillanders, 2021).…”

Section: Study Contextmentioning

confidence: 99%

Racially Just Policy Change: Examining the Consequences of Black Education Imaginaries for K–12 Policy

Daramola

2024

Educational Evaluation and Policy Analysis

Self Cite

View full text Add to dashboard Cite

This comparative case study examines two out-of-system education programs created by Black community organizers during the 2020–2021 school year. Applying a unique framework based on the Black radical imagination, I examine how the communities experienced these programs and the potential of the programs to shape advocacy and local policy reforms. This critical policy analysis expands our understating of how racially minoritized communities build political power in education systems and offers educators, policymakers, and researchers guidance for advancing racially just policy change at the local level.

show abstract

Social Construction Is Racial Construction: Examining the Target Populations in School-Choice Policies

Cited by 23 publications

References 51 publications

“One of the Weakest Budget Players in the State”: State Funding of Higher Education at the Onset of the COVID-19 Pandemic

“One of the Weakest Budget Players in the State”: State Funding of Higher Education at the Onset of the COVID-19 Pandemic

School Choice, Local Discretion, and Stratification: Evidence From Inter-district Open Enrollment in Metro Detroit

Racially Just Policy Change: Examining the Consequences of Black Education Imaginaries for K–12 Policy

Contact Info

Product

Resources

About