Beyond the Tipping Point: Issues of Racial Diversity in Magnet Schools Following Unitary Status
Peabody Journal of Education: Issues of Leadership, Policy, and Organizations - Vol. 84, No. 2
Claire Smrekar, Peabody College of Vanderbilt University
ABSTRACT
This article uses qualitative case study methodology to examine why the racial composition of magnet schools in Nashville, Tennessee, has shifted to predominantly African American in the aftermath of unitary status. The article compares the policy contexts and parents' reasons for choosing magnet schools at two points in time-under court order and under unitary status. Social networks, choice sets, and "closer to home" student assignment policies are identified as key influences on the changing demographics of magnet schools in a postunitary status environment.
ABOUT THE AUTHOR
Claire Smrekar is an Associate Professor of Public Policy and Education at Vanderbilt University. Her research focuses upon the social context of education and education policy, with specific reference to the intersection of desegregation plans and choice policy on families, schools, and neighborhoods. She is currently involved in a study of public housing reform and neighborhood schools. Professor Smrekar teaches courses in research methods and the social context of education for the Ed.D. and Ph.D. programs in the Department of Leadership, Policy, and Organizations at Peabody College, Vanderbilt University. She is the Co-Director of the Ed.D. Capstone project. Dr. Smrekar earned her doctorate in Education Policy at Stanford University.
