This dissertation is an in-depth ethnographic investigation of how local school district equity and diversity coordinators work within policy constraints and respond to particular local demands. The findings presented in this document are drawn from four years spent exploring the implementation of school integration policy in the state of Minnesota through observation of leaders' professional networks, legislative and department of education meetings and hearings, visits to three communities selected as case study sites, and a statewide survey of leaders in districts receiving integration revenue. Using a sociocultural approach to policy studies along with critical discourse analysis, this research examines community values and actions in the wider context of demographic shifts in public schools across the country, and highlights the localized nature of much educational policy. This work seeks broadly to explore practices designed to develop multicultural understanding, and examine the impact of policies that address racial, ethnic, and socioeconomic integration in public schools.
University of Minnesota Ph.D. August 2013. Major: Educational Policy and Administration. Advisor: Peter Demerath. 1 computer file (PDF): v, 238 pages.
Confronting complexities of public school integration: School district leaders of diversity and equity navigating the professional, the personal, and the political.
Retrieved from the University of Minnesota Digital Conservancy,
Content distributed via the University of Minnesota's Digital Conservancy may be subject to additional license and use restrictions applied by the depositor.