Diverse Schools in a Democratic Society: New Ways of Understanding How School Demographics Affect Civic and Political Learning
Item
Title
Diverse Schools in a Democratic Society: New Ways of Understanding How School Demographics Affect Civic and Political Learning
Abstract/Description
The 2010 Census revealed the extent to which today’s metropolitan areas are growing increasingly diverse. At the forefront of this change are schools. Yet, research on school context continues to rely upon a traditional, cross-sectional bifurcation that designates schools as either diverse or not. This classification may be especially inaccurate for some educational outcomes such as whether schools are cultivating effective citizenship for a diverse democracy. Because of changing demographics, this paper considers whether a new framework for conceptualizing school racial composition, including the number and identity of specific racial groups and the stability of those groups, can determine more precisely the ways in which school diversity impacts students’ citizenship learning.
Author/creator
Date
In publication
Volume
49
Issue
5
Pages
812-843
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Theoretical
Open access/full-text available
No
Peer reviewed
Yes
ISSN
0002-8312
Citation
Jacobsen, R., Frankenberg, E., & Lenhoff, S. W. (2012). Diverse Schools in a Democratic Society: New Ways of Understanding How School Demographics Affect Civic and Political Learning. American Educational Research Journal, 49(5), 812–843. https://doi.org/10.3102/0002831211430352
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