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Racialized Decoupling and Race-Neutral School Integration Policies from the Implementers' Perspective

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Title: Racialized Decoupling and Race-Neutral School Integration Policies from the Implementers' Perspective
Language: English
Authors: Idit Fast (ORCID 0000-0002-7037-1857)
Source: Educational Policy. 2025 39(5):1104-1134.
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: 31
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: School Desegregation, Racial Integration, School Policy, Program Implementation, Equal Education, Student Diversity, Educational Policy, Leadership, School Choice, Administrator Attitudes, Admission (School), Admission Criteria
Geographic Terms: New York (New York)
DOI: 10.1177/08959048241288499
ISSN: 0895-9048
1552-3896
Abstract: Today's school integration policies in the United States are often "race neutral." Scholarship on these race-neutral school integration policies finds they do not change the racial and ethnic composition of schools or do so under very specific conditions. Yet, we know relatively little about the mechanisms explaining these outcomes. Building on 2 years of qualitative data collection in two public elementary schools in a New York City implementing a voluntary, race-neutral integration policy, I find school leaders experience a racialized decoupling of their commitment to racial equity from the policy's race-neutral design, its choice-based design, and the implementation context. I show how school leaders navigated this decoupling and how it led to racialized outcomes. I contribute to our understanding of the mechanisms shaping the outcomes of race-neutral policies, a point of growing importance given recent Supreme Court decisions on higher education.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1473770
Database: ERIC
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  Data: Racialized Decoupling and Race-Neutral School Integration Policies from the Implementers' Perspective
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  Data: <searchLink fieldCode="SO" term="%22Educational+Policy%22"><i>Educational Policy</i></searchLink>. 2025 39(5):1104-1134.
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  Data: 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
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  Data: Today's school integration policies in the United States are often "race neutral." Scholarship on these race-neutral school integration policies finds they do not change the racial and ethnic composition of schools or do so under very specific conditions. Yet, we know relatively little about the mechanisms explaining these outcomes. Building on 2 years of qualitative data collection in two public elementary schools in a New York City implementing a voluntary, race-neutral integration policy, I find school leaders experience a racialized decoupling of their commitment to racial equity from the policy's race-neutral design, its choice-based design, and the implementation context. I show how school leaders navigated this decoupling and how it led to racialized outcomes. I contribute to our understanding of the mechanisms shaping the outcomes of race-neutral policies, a point of growing importance given recent Supreme Court decisions on higher education.
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    Subjects:
      – SubjectFull: School Desegregation
        Type: general
      – SubjectFull: Racial Integration
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      – SubjectFull: School Policy
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      – SubjectFull: Program Implementation
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      – SubjectFull: Equal Education
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      – SubjectFull: Leadership
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      – SubjectFull: School Choice
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      – SubjectFull: Administrator Attitudes
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      – SubjectFull: New York (New York)
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      – TitleFull: Racialized Decoupling and Race-Neutral School Integration Policies from the Implementers' Perspective
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