NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ793485
Record Type: Journal
Publication Date: 2008
Pages: 13
Abstractor: Author
Reference Count: 42
ISSN: ISSN-0022-0671
Rethinking Alternative Education to Break the Cycle of Educational Inequality and Inequity
Kim, Jeong-Hee; Taylor, Kay Ann
Journal of Educational Research, v101 n4 p207-219 Mar-Apr 2008
The growing number of alternative schools seems to correlate with the mounting population of disenfranchised students. The higher the number of disenfranchised students, the more alternative schools are being built. This correlation may be caused by social, economic, and political issues that bring about pervasive social injustice, which reinforces the cycle of educational inequality. In this qualitative study, the authors examined one alternative high school from a critical perspective to determine whether the school benefited students to the extent that it broke the cycle of educational inequality. Using critical theory as a theoretical framework, the authors found that the school provided a caring environment for students and gained their trust. However, the school did not offer a meaningful and equitable alternative education that benefited the students. This failure led the authors to question for whom this school is truly an alternative. (Contains 3 tables and 3 notes.)
Heldref Publications. 1319 Eighteenth Street NW, Washington, DC 20036-1802. Tel: 800-365-9753; Tel: 202-296-6267; Fax: 202-293-6130; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A