JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact firstname.lastname@example.org. The 2010 Census revealed the extent to which today's metropolitan areas are growing increasingly diverse. At the forefront of this change are schools. Yet, research on school context continues to rely upon a traditional, cross-sec tional bifurcation that designates schools as either diverse or not. This clas sification may be especially inaccurate for some educational outcomes such as whether schools are cultivating effective citizenship for a diverse democ racy. Because of changing demographics, this paper considers whether a new framework for conceptualizing school racial composition, including the number and identity of specific racial groups and the stability of those groups, can determine more precisely the ways in which school diversity im pacts students' citizenship learning. tional policy and politics, with an emphasis on examining racial desegregation and inequality in K-12 schools, and the connections between school segregation policies and other metropolitan policies. Sarah Winchell Lenhoff is a doctoral candidate in educational policy at Michigan State University. Her research focuses on teacher learning and improvement in complex organizations, with an emphasis on replicable models of instructional practice.
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