Academic segregation and the institutional success frame: unequal schooling and racial disparity in an integrated, affluent community.
In 1954, the US Supreme Court ruled that a system of ‘separate but equal’ schools for Blacks and Whites was ‘inherently unequal’, thus ending de jure segregation in American schools. Racial segregation, however, persists in American schools. While researchers have linked the continued segregation of...
| Publicado en: | Journal of Ethnic & Migration Studies Vol. 43; no. 14; pp. 2423 - 2440 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Nov2017
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=125583450&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 125583450 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 1369183X 56F jtl: Journal of Ethnic & Migration Studies issn: 1369183X maglogo: N pubinfo: dt: Nov2017 vid: 43 iid: 14 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 125583450 10.1080/1369183X.2017.1315868 ppf: 2423 ppct: 17 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.5MB tig: atl: Academic segregation and the institutional success frame: unequal schooling and racial disparity in an integrated, affluent community. aug: au: Drake, Sean affil: Department of Sociology, University of California, Irvine, CA, USA su: Discrimination in education Race discrimination Schools School environment Class differences Social reproduction United States sug: subj: United States Discrimination in education Race discrimination Schools School environment Class differences Social reproduction keyword: Academic segregation Asian achievement ethnoracial inequality institutional success frame social reproduction ab: In 1954, the US Supreme Court ruled that a system of ‘separate but equal’ schools for Blacks and Whites was ‘inherently unequal’, thus ending de jure segregation in American schools. Racial segregation, however, persists in American schools. While researchers have linked the continued segregation of schools to the racial and class segregation of neighbourhoods, school segregation also exists within neighbourhoods and independent of residential segregation. Drawing on two years of fieldwork at two dissimilar high schools, I unveil an unforgiving institutional culture and process of school segregation in an affluent, racially diverse Southern California suburb. A nationally ranked, elite comprehensive high school, where enrolment is predominantly Asian, White, and affluent, supports an exacting institutional success frame. Students who fall short of meeting this frame are subject to academic segregation; they are jettisoned to a separate and unequal high school where the enrolment is disproportionately Black, Latino, and working-class. Korean American and Chinese American parents and students inspire the unyielding institutional success frame, and the frame results in academic segregation. Academic segregation reproduces ethnoracial and socioeconomic inequality in an integrated, affluent community, and the institutional success frame provides a rationale for institutional actors to legitimise and justify the inequality. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Journal of Ethnic & Migration Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Journal of Ethnic & Migration Studies holder: Taylor & Francis Ltd dt: @attributes: year: 2017 holdings: @attributes: islocal: N |
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