Class action; community mobilization, race, and the politics of student assignment in San Francisco
Abstract/Contents
- Abstract
- The principal goal of the dissertation is to explain the political nature and effect of cultural characterizations on the development of student assignment policy. Cultural characterizations are socially constructed portrayals that become influential when stakeholders mobilize to bring about change. In education, as the professional authority of school boards and superintendents diminishes, community stakeholders are increasingly prominent. They serve as critical producers and providers of cultural characterizations of public education and its beneficiaries. As such, the engagement of community stakeholders with public sector institutions, organizations, and individuals can significantly amplify, modify, or blunt education policy. The dissertation traces the history of community mobilization in San Francisco from 1971 to 2005, during which the federal district court supervised all aspects of the school district's student assignment policy. Cultural characterizations of student assignment were structured by three distinct logics of action: integration, choice, and neighborhood. These logics were stable but not fixed. Changes in the institutional environment coupled with how stakeholders framed, understood, and shaped these logics led to transformations in student assignment policy that ultimately altered the educational experience of multiple generations of public school students. Data are drawn primarily from archival documents from the federal district court, the school district, and community organizations; mainstream and community newspaper articles, letters to the editor, and editorials; and, retrospective interviews with key stakeholders.
Description
| Type of resource | text |
|---|---|
| Form | electronic; electronic resource; remote |
| Extent | 1 online resource. |
| Publication date | 2011 |
| Issuance | monographic |
| Language | English |
Creators/Contributors
| Associated with | Quinn, Rand A |
|---|---|
| Associated with | Stanford University, School of Education. |
| Primary advisor | Gordon, Leah |
| Primary advisor | McLaughlin, Milbrey Wallin |
| Thesis advisor | Gordon, Leah |
| Thesis advisor | McLaughlin, Milbrey Wallin |
| Thesis advisor | Kirst, Michael W |
| Thesis advisor | Ramirez, Francisco O |
| Advisor | Kirst, Michael W |
| Advisor | Ramirez, Francisco O |
Subjects
| Genre | Theses |
|---|
Bibliographic information
| Statement of responsibility | Rand A. Quinn. |
|---|---|
| Note | Submitted to the School of Education. |
| Thesis | Thesis (Ph.D.)--Stanford University, 2011. |
| Location | electronic resource |
Access conditions
- Copyright
- © 2011 by Rand A Quinn
- License
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
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