The impact of school choice on school (re)segregation: settler-colonialism, critical geography and Bourdieu

Yoon, Ee‐Seul; Grima, Victoria; DeWiele, Corinne E. Barrett; Skelton, Lucas

doi:10.1080/03050068.2021.1983349

Cited by 15 publications

(14 citation statements)

References 27 publications

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“…Second, we have no reason to believe that the effects of school‐type would differ in Canada, even if it may have less consequence because private schools are less prevalent than in the US (Davies & Zarifa, 2012; Merry, 2013). Nevertheless, a parallel can be made between the private‐public divide in the US and public‐school enrollments in Canada which are determined by residential catchment areas (Yoon et al., 2022). Canadian public school catchment areas have been historically drawn by proximity (Yoon et al., 2022), and thus largely reflect the SES composition of neighborhoods.…”

Section: Discussionmentioning

confidence: 99%

“…Nevertheless, a parallel can be made between the private‐public divide in the US and public‐school enrollments in Canada which are determined by residential catchment areas (Yoon et al., 2022). Canadian public school catchment areas have been historically drawn by proximity (Yoon et al., 2022), and thus largely reflect the SES composition of neighborhoods.…”

Section: Discussionmentioning

confidence: 99%

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Sources of mathematics self‐efficacy: The interactive role of parental education and perceptions of teachers

Dangur‐Levy,

Andersen,

Holm

2023

Canadian Review of Sociology

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Using US National Education Longitudinal Study (NELS) data, we explore how parental education and primary students’ perceptions of their teachers interact to impact students’ self‐efficacy in mathematics. Our results demonstrate that students tend to have higher self‐efficacy if they perceive that their teacher promotes the importance of mathematics. This relationship holds regardless of parental education, though it is strongest for children of parents without a university education. Children of less educated parents also tend to have lower self‐efficacy if they attend private schools, which typically have high average parental socio‐economic status (SES). School type has no discernable impact on children of university‐educated parents. These findings are highly relevant to the Canadian context, which is characterized by schools being stratified by SES and the high importance of STEM education for occupational outcomes.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Sources of mathematics self‐efficacy: The interactive role of parental education and perceptions of teachers

Dangur‐Levy,

Andersen,

Holm

2023

Canadian Review of Sociology

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“…As the involved parties in the act of school choice, parents and children make different choices because of disparities in capital [16] . With the implementation of the policy, some parents who would have used their capital to choose schools must go to the schools allocated to them, thus bridging the gap between families of students.…”

Section: Short-term Impacts Of the "Double Reduction" Policy In Schoo...mentioning

confidence: 99%

The Implications of the “Double Reduction” Policy on School Choice in China Based on Capital Theory

Han¹

2023

ssr

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Framed with Bourdieu’s capital theory, this article examines how different kinds of capital affect school choice after the implementation of the “Double Reduction” policy in China. The considerable disparities in capital causes difference in choice of schools, which is one of the causes of educational inequality. The article tentatively concludes that the “Double Reduction” policy promotes educational equity by restricting the use of capital by the privileged class. However, in the long run, the policy cannot alleviate the educational inequity, because it simplifies the complex struggle and compromise among different types of capital.

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“…Some research has found that all parents value STEM education (Zeehandelaar & Winkler, 2013) but other work has found that family background influences actual STEM course-taking and STEM-related career aspirations (Mau & Li, 2018). Research has also found that a small group of parents are willing to commute significant distances for their children to attend schools with specific advanced curricula like AP, IB, or STEM not available in their local schools (Yoon et al, 2022).…”

Section: Current Work On Parental Preferencesmentioning

confidence: 99%

Educational belief systems among American parents: Exploring the relationship between integration, testing, and enhanced academics

Diehl

2022

EPAA

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Current research typically uses surveys to study parental preferences but examines the responses in isolation from each other. A key insight from the sociology of culture and political psychology, however, is that the meaning of responses in opinion data comes from their relationships with one another. To make progress in understanding the meaning of parental preferences, it is necessary to study their educational belief systems - the structural configuration of their attitudes related to schools. Using data from Phi Delta Kappa’s annual survey on education, I employ correlational class analysis to identify three subsets of parents whose members configure their beliefs about integration, standardized testing, and enhanced academics in distinct ways. These three groups of parents are convergents, who see testing and integration as being aligned; integration divergents, who see standardized testing and integration as being in opposition; and academic divergents, who see standardized testing and enhanced academics as being in opposition. Compared to the full sample, these subgroups display more structure in the associations among their preferences. I also examine if the relationships between preferences and sociodemographic characteristics vary across subgroups and if political ideology predicts belief systems. I conclude with a discussion of implications for policy and future work.

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The impact of school choice on school (re)segregation: settler-colonialism, critical geography and Bourdieu

Cited by 15 publications

References 27 publications

Sources of mathematics self‐efficacy: The interactive role of parental education and perceptions of teachers

Sources of mathematics self‐efficacy: The interactive role of parental education and perceptions of teachers

The Implications of the “Double Reduction” Policy on School Choice in China Based on Capital Theory

Educational belief systems among American parents: Exploring the relationship between integration, testing, and enhanced academics

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