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ERIC Number: EJ953260
Record Type: Journal
Publication Date: 2011
Pages: 24
Abstractor: As Provided
Reference Count: 89
ISSN: ISSN-0161-956X
Redefining Diversity: Political Responses to the Post-PICS Environment
Siegel-Hawley, Genevieve; Frankenberg, Erica
Peabody Journal of Education, v86 n5 p529-552 2011
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. (Contains 17 footnotes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Bakke v Regents of University of California; Grutter et al v Bollinger et al