K–12 Resegregation in a Post–Parents Involved in Community Schools Era: A Systematic Analysis of Literature

• In Event: Moscone Center North Roundtable Session 1
  In Roundtable Session: Race, Misformed Practices of Emotions, and the Politics of Tracking

Abstract

This paper provides a systematic analysis of K-12 resegregation literature in a post-PICS era. While studies have documented isolated cases of changes in school racial integration, there have been few attempts to broadly describe this phenomenon and what factors have contributed. Using policy regimes theory and Labaree’s (1997) alternative goals in education, we show how the nation’s political and social climate has shifted over the past six decades. This shift has resulted in the retreat of race-conscious desegregation policies, continued decentralization and neighborhood isolation, and the rise of school choice policies. In the process, we find K-12 resegregation is as much a policy problem as it is a social problem, illustrating its multifarious nature.

Authors

• Craig W. De Voto, University of Illinois at Chicago

• Meredith Wronowski, University of Dayton

• Haley Edmondson, Miami University - Oxford

• Olivia Marcus, Miami University