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

Jacobsen, Rebecca

Frankenberg, Erica

Lenhoff, Sarah Winchell

Date

2012

In publication

American Educational Research Journal

Volume

49

Issue

5

Pages

812-843

Resource type

en Research/Scholarly Media

Resource status/form

en Published Text

Scholarship genre

en Theoretical

Language

en

Open access/full-text available

en No

Peer reviewed

en Yes

ISSN

0002-8312

DOI

10.3102/0002831211430352

URL

Official Publisher's Webpage (SAGE Journals)

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

Cited in

Critical Perspectives on Educational Innovation and Improvement Science

Item sets

OB Citations - Critical Perspectives on Educational Innovation and Improvement Science

• Email