Toward Justice? Education Policy and Competing Constructions of the Common Good, 1945–2014

• In Event: 31.030 - National Crisis and Educational Policy

Abstract

STEM and equity policy efforts in education have been a priority amongst federal legislators. But these twin policies were motivated by discrete definitions of the “common good.” Equity legislation hinged from an ideology of collectivity. STEM education initiatives were couched in similar discourse but, in practice, focused on the cultivation of elite talent. The cultivation of this select cohort reified longstanding ideas rooted in race. Through historical methodology, this study systematically analyzes federal education policy documents produced over a sixty year period. Scholars, policymakers and the general public have long fretted over both persistent achievement gaps and STEM production in the nation’s schools. Our research suggests that far from separate projects, these two initiatives informed and impeded each other.

Authors

• Diana D'Amico, George Mason University

• Penelope M. Earley, George Mason University

• Rodney K. Hopson, George Mason University

• Cheryl O'Connor, George Mason University