The Inclusion Mirage: Inside the Segregation of an Urban High School
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| Title: | The Inclusion Mirage: Inside the Segregation of an Urban High School |
|---|---|
| Language: | English |
| Authors: | Shawn R. Coon (ORCID |
| Source: | Urban Education. 2025 60(2):574-599. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Urban Schools, Racial Segregation, Inclusion, Public Schools, Equal Education, Misconceptions, School Resegregation, Desegregation Litigation, School Desegregation, United States History, Current Events, Educational Policy, Track System (Education), Educational History, Ability Grouping, School Orientation, Higher Education, College Students, College Environment, Student Adjustment, Access to Education, High School Students, Minority Group Students |
| Laws, Policies and Program Identifiers: | Brown v Board of Education |
| DOI: | 10.1177/00420859231153408 |
| ISSN: | 0042-0859 1552-8340 |
| Abstract: | Many urban public schools are often perceived as inclusive due to the demographics of their diverse student populations. This myth of inclusivity reifies notions of equity in both education and broader society. However, upon closer inspection, this myth of inclusion crumbles once immersed within an urban high school. In this article, I present the concept of the inclusion mirage. Through the utilization of critical ethnographic methods, I uncovered how schools that may appear diverse and integrated on the surface are vastly segregated for those that learn and work within their walls. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1456257 |
| Database: | ERIC |
| Abstract: | Many urban public schools are often perceived as inclusive due to the demographics of their diverse student populations. This myth of inclusivity reifies notions of equity in both education and broader society. However, upon closer inspection, this myth of inclusion crumbles once immersed within an urban high school. In this article, I present the concept of the inclusion mirage. Through the utilization of critical ethnographic methods, I uncovered how schools that may appear diverse and integrated on the surface are vastly segregated for those that learn and work within their walls. |
|---|---|
| ISSN: | 0042-0859 1552-8340 |
| DOI: | 10.1177/00420859231153408 |
