Enclaves of Privilege: Access and Opportunity for Students with Disabilities in Urban K-8 Schools

Autor/inn/en	Ashby, Christine; White, Julia M.; Ferri, Beth; Li, Siqi; Ashby, Lauren
Titel	Enclaves of Privilege: Access and Opportunity for Students with Disabilities in Urban K-8 Schools
Quelle	In: History of Education Quarterly, 60 (2020) 3, S.407-429 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2680
Schlagwörter	Students with Disabilities; Urban Schools; Access to Education; Educational Opportunities; Advantaged; Elementary Schools; Middle Schools; Educational History; Inclusion; Organizational Change; Whites; Housing; Social Discrimination; New York (Syracuse) + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsangebot; Bildungschance; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; History of education; Bildungsgeschichte; Inklusion; Organisationswandel; White; Weißer; Unterkunft; Soziale Benachteiligung; Soziale Schließung
Abstract	Middle grades education has been the object of efforts to remediate US education to address an array of social problems. Districts have sought out K-8 models to create smaller learning communities, require fewer school transitions, and allow sustained student connections. This paper offers a historical analysis of K-8 schools, drawing on statistical and spatial methods and a DisCrit intersectional lens to illustrate how creating K-8 schools produced enclaves of privilege in one urban school district. K-8 schools in our target district became whiter and wealthier than district averages. Students with disabilities attending K-8 schools tended to be placed in more inclusive classrooms, where they were more likely to be integrated alongside nondisabled peers than counterparts attending traditional middle schools. We consider how the configuration of K-8 schools, which could be considered an administrative decision to better serve students, has obscured interworkings of power and privilege. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01