Redefining Diversity: Political Responses to the Post-PICS Environment

Genevieve Siegel-Hawley, Erica Frankenberg

Research output: Contribution to journalReview article

10 Citations (Scopus)

Abstract

This article examines the federal and local political response to the Parents Involved decision. At the federal level, developments suggest a reaction to Parents Involved that, since President Obama has taken office, has been largely supportive of voluntary efforts to promote racial diversity. The administration has also been seeking to enforce more traditional race-based civil rights cases. Locally, even though reactions to the decision are as varied as the districts themselves, three broad categories of political responses emerge from our review of post-Parents Involved student assignment policies. They are the adoption of multifactor student assignment plans, the adoption of class-based (e.g., race-neutral) student assignments, and the elimination of efforts to pursue diversity. This article is particularly interested in examining the first two categories of responses. In doing so, we argue that some school districts are pursuing a redefined conceptualization of diversity in a challenging legal and political climate.

Original languageEnglish (US)
Pages (from-to)529-552
Number of pages24
JournalPeabody Journal of Education
Volume86
Issue number5
DOIs
StatePublished - Nov 1 2011

Fingerprint

parents
Parents
Students
district
Civil Rights
student
civil rights
president
climate
school

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

Cite this

@article{57fdf2856f484eec9e03fa5d78ca9f6e,
title = "Redefining Diversity: Political Responses to the Post-PICS Environment",
abstract = "This article examines the federal and local political response to the Parents Involved decision. At the federal level, developments suggest a reaction to Parents Involved that, since President Obama has taken office, has been largely supportive of voluntary efforts to promote racial diversity. The administration has also been seeking to enforce more traditional race-based civil rights cases. Locally, even though reactions to the decision are as varied as the districts themselves, three broad categories of political responses emerge from our review of post-Parents Involved student assignment policies. They are the adoption of multifactor student assignment plans, the adoption of class-based (e.g., race-neutral) student assignments, and the elimination of efforts to pursue diversity. This article is particularly interested in examining the first two categories of responses. In doing so, we argue that some school districts are pursuing a redefined conceptualization of diversity in a challenging legal and political climate.",
author = "Genevieve Siegel-Hawley and Erica Frankenberg",
year = "2011",
month = "11",
day = "1",
doi = "10.1080/0161956X.2011.616135",
language = "English (US)",
volume = "86",
pages = "529--552",
journal = "Peabody Journal of Education",
issn = "0161-956X",
publisher = "Routledge",
number = "5",

}

Redefining Diversity : Political Responses to the Post-PICS Environment. / Siegel-Hawley, Genevieve; Frankenberg, Erica.

In: Peabody Journal of Education, Vol. 86, No. 5, 01.11.2011, p. 529-552.

Research output: Contribution to journalReview article

TY - JOUR

T1 - Redefining Diversity

T2 - Political Responses to the Post-PICS Environment

AU - Siegel-Hawley, Genevieve

AU - Frankenberg, Erica

PY - 2011/11/1

Y1 - 2011/11/1

N2 - This article examines the federal and local political response to the Parents Involved decision. At the federal level, developments suggest a reaction to Parents Involved that, since President Obama has taken office, has been largely supportive of voluntary efforts to promote racial diversity. The administration has also been seeking to enforce more traditional race-based civil rights cases. Locally, even though reactions to the decision are as varied as the districts themselves, three broad categories of political responses emerge from our review of post-Parents Involved student assignment policies. They are the adoption of multifactor student assignment plans, the adoption of class-based (e.g., race-neutral) student assignments, and the elimination of efforts to pursue diversity. This article is particularly interested in examining the first two categories of responses. In doing so, we argue that some school districts are pursuing a redefined conceptualization of diversity in a challenging legal and political climate.

AB - This article examines the federal and local political response to the Parents Involved decision. At the federal level, developments suggest a reaction to Parents Involved that, since President Obama has taken office, has been largely supportive of voluntary efforts to promote racial diversity. The administration has also been seeking to enforce more traditional race-based civil rights cases. Locally, even though reactions to the decision are as varied as the districts themselves, three broad categories of political responses emerge from our review of post-Parents Involved student assignment policies. They are the adoption of multifactor student assignment plans, the adoption of class-based (e.g., race-neutral) student assignments, and the elimination of efforts to pursue diversity. This article is particularly interested in examining the first two categories of responses. In doing so, we argue that some school districts are pursuing a redefined conceptualization of diversity in a challenging legal and political climate.

UR - http://www.scopus.com/inward/record.url?scp=84858111898&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84858111898&partnerID=8YFLogxK

U2 - 10.1080/0161956X.2011.616135

DO - 10.1080/0161956X.2011.616135

M3 - Review article

AN - SCOPUS:84858111898

VL - 86

SP - 529

EP - 552

JO - Peabody Journal of Education

JF - Peabody Journal of Education

SN - 0161-956X

IS - 5

ER -