Integration versus meritocracy? Competing educational goals during the Covid-19 pandemic

Principal Investigator(s):  View help for Principal Investigator(s) Elise Castillo, Trinity College; Molly Vollman Makris, Guttman Community College, City University of New York; Mira Debs, Yale University

Version:  View help for Version V1

Name File Type Size Last Modified
Castillo Makris Debs Adults Interview Guide.docx application/vnd.openxmlformats-officedocument.wordprocessingml.document 20.3 KB 11/17/2021 08:53:AM
Castillo Makris Debs Data Access File.docx application/vnd.openxmlformats-officedocument.wordprocessingml.document 15 KB 11/17/2021 03:43:AM
Castillo Makris Debs Parent AdolescentAssent English.docx application/vnd.openxmlformats-officedocument.wordprocessingml.document 41.5 KB 11/17/2021 03:43:AM
Castillo Makris Debs Parent AdolescentAssent Spanish.docx application/vnd.openxmlformats-officedocument.wordprocessingml.document 33.3 KB 11/17/2021 03:45:AM
Castillo Makris Debs Youth Interview Guide.docx application/vnd.openxmlformats-officedocument.wordprocessingml.document 21.6 KB 11/17/2021 03:43:AM
Castillo Makris Debs Youth Verbal Consent.docx application/vnd.openxmlformats-officedocument.wordprocessingml.document 17.8 KB 11/17/2021 03:46:AM
READ ME FIRST Castillo Makris Debs.docx application/vnd.openxmlformats-officedocument.wordprocessingml.document 15.7 KB 11/17/2021 09:04:AM

Project Citation: 

Castillo, Elise, Makris, Molly Vollman, and Debs, Mira. Integration versus meritocracy? Competing educational goals during the Covid-19 pandemic. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2021-11-17. https://doi.org/10.3886/E154882V1

Project Description

Summary:  View help for Summary
These files include the interview guides and permission forms used to collect the interview data analyzed in “Integration versus meritocracy? Competing educational goals during the Covid-19 pandemic.”

The abstract for the paper is as follows.

Alongside the immediate challenges of operating schools during the Covid-19 pandemic, over the past year, parents, students, and policymakers around the country have also debated equity and access to some of the country’s most elite and segregated public schools. This qualitative case study examines how New York City activists conceptualized educational equity during the pandemic. Conceptually framed by Labaree’s (1997) typology of the 3 competing purposes of education—democratic equality, social efficiency, and social mobility—we document different lessons learned from the pandemic by integration activists, who emphasized school integration for democratic equality; and meritocratic activists, who prioritized retaining the existing stratified system mainly to foster social mobility and social efficiency. Our findings highlight the challenge of sustaining a vision oriented around the public good amid powerful framings emphasizing the individual purposes of education.
Funding Sources:  View help for Funding Sources Spencer Foundation (202100026)

Scope of Project

Geographic Coverage:  View help for Geographic Coverage New York City

Methodology

Collection Mode(s):  View help for Collection Mode(s) face-to-face interview

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Published Versions

V1 [2021-11-17]

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