ERIC Number: EJ1113201
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 99
Mandatory Community-Based Learning in U.S. Urban High Schools: Fair Equality of Opportunity?
Bennett, Jeffrey V.; Alsbury, Thomas L.; Fan, Jingjing
International Journal of Leadership in Education, v19 n5 p578-616 2016
This study explores participant experiences at two contrasting high schools in a large, urban school district in crisis who implemented mandatory community-based learning (CBL) (e.g. community service, work-based internships) as a policy of reform. Rawls' theory of justice as fairness is used to examine capacity of the district formal policy to achieve fair equality of opportunity central to its democratic aims and purposes. Researchers found disparities in equity and access was associated with critical agencies exercised on the part of key school personnel (e.g. internship coordinator) who navigated and resisted contextual structural barriers (i.e. transportation limitations, employer inflexibility, neighborhood economic conditions, cultural and religious norms) differently. Findings suggest implications for U.S. urban school districts with formal policies of mandatory CBL including consideration of local context and exercise of critical agency at multiple district levels prior to implementation in order to build capacity for formal equality of opportunity.
Descriptors: Urban Schools, High Schools, Educational Change, Equal Education, Access to Education, School Policy, High School Students, Student Experience, Social Justice, Qualitative Research, Service Learning, Work Experience Programs, Semi Structured Interviews, Internship Programs, Focus Groups
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Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: High Schools; Secondary Education
Authoring Institution: N/A