Can Socioeconomic Diversity Plans Produce Racial Diversity in K-12 Schools? Research Brief No. 12
Saved in:
| Title: | Can Socioeconomic Diversity Plans Produce Racial Diversity in K-12 Schools? Research Brief No. 12 |
|---|---|
| Language: | English |
| Authors: | Siegel-Hawley, Genevieve, Frankenberg, Erica, Ayscue, Jennifer, National Coalition on School Diversity |
| Source: | National Coalition on School Diversity. 2017. |
| Availability: | National Coalition on School Diversity. 1200 18th Street NW Suite 200, Washington, DC 20036. Tel: 202-906-8023; e-mail: school-diversity@prrac.org; Web site: http://www.school-diversity.org |
| Peer Reviewed: | N |
| Page Count: | 8 |
| Publication Date: | 2017 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Elementary Secondary Education, Socioeconomic Status, Student Diversity, Racial Composition, Neighborhoods, Educational Environment, Higher Education, Educational Policy, Student Placement, Poverty, Minority Group Students, Inclusion, Measurement Techniques |
| Abstract: | Given what is known about the distinct benefits of racial diversity in schools (see National Coalition on School Diversity (NCSD) Research Brief #5 (ED571629)), alongside the growing interest in and evidence for promoting socioeconomic status (SES) diversity (see NCSD Research Brief #10 (ED603698)), we need to understand whether SES diversity plans can also produce racial diversity, which types of SES plans have the best chance of achieving racial integration, and how SES and neighborhood racial demographics can be effectively combined. The K-12 evidence on whether or not SES diversity plans effectively produce racial diversity is still emerging, largely because policy shifts toward SES-based diversity plans are recent and limited in scope, making it difficult to definitively understand whether these plans can produce racial diversity across multiple contexts. With affirmative action bans in several key states, though, there is evidence on the relationship between SES-focused diversity efforts and racial diversity in higher education. In order to consider the strongest evidence possible, this brief reviews those studies here as well. The survey of existing research indicates that both policy design and local context matter when it comes to whether or not socioeconomic diversity plans will produce racial diversity--and that considering SES and neighborhood racial factors together may be the best way forward. |
| Abstractor: | ERIC |
| Entry Date: | 2020 |
| Accession Number: | ED603710 |
| Database: | ERIC |
| Abstract: | Given what is known about the distinct benefits of racial diversity in schools (see National Coalition on School Diversity (NCSD) Research Brief #5 (ED571629)), alongside the growing interest in and evidence for promoting socioeconomic status (SES) diversity (see NCSD Research Brief #10 (ED603698)), we need to understand whether SES diversity plans can also produce racial diversity, which types of SES plans have the best chance of achieving racial integration, and how SES and neighborhood racial demographics can be effectively combined. The K-12 evidence on whether or not SES diversity plans effectively produce racial diversity is still emerging, largely because policy shifts toward SES-based diversity plans are recent and limited in scope, making it difficult to definitively understand whether these plans can produce racial diversity across multiple contexts. With affirmative action bans in several key states, though, there is evidence on the relationship between SES-focused diversity efforts and racial diversity in higher education. In order to consider the strongest evidence possible, this brief reviews those studies here as well. The survey of existing research indicates that both policy design and local context matter when it comes to whether or not socioeconomic diversity plans will produce racial diversity--and that considering SES and neighborhood racial factors together may be the best way forward. |
|---|
