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dc.contributor.advisorGonzalez, Normaen_US
dc.contributor.authorConvertino, Christina
dc.creatorConvertino, Christinaen_US
dc.date.accessioned2011-10-12T19:19:10Z
dc.date.available2011-10-12T19:19:10Z
dc.date.issued2011
dc.identifier.urihttp://hdl.handle.net/10150/145122
dc.description.abstractIn this educational ethnography, I focused on how parents and students enrolled in a public charter high school in Sundale City (pseudonym), Arizona made the choice to attend a charter school. I also focused on educational reforms in the context of two large district high schools to further contextualize family choice-making. In contrast to the prevailing view that it is primarily parents with the requisite cultural and social capital who access school choice, participants in this study were `forced' to choose an alternative to their neighborhood district school due to the harmful effects of being marginalized and penalized in traditional district school contexts. With implications for policy and practice, this anthropological study expands the polemic surrounding school choice by considering the discursive practices inscribed in traditional school contexts that force out disenfranchised students. Understanding of family choice-making and students' experiences contributes to theorizing social inequality and educational reform in new ways that lead to the development of equitable school spaces.
dc.language.isoenen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subjectCommunityen_US
dc.subjectEducational Equityen_US
dc.subjectEducational Reformen_US
dc.subjectFamilyen_US
dc.subjectIdentityen_US
dc.subjectYouthen_US
dc.titleForced to Choose: School Choice and the Spatial Production of Youth Identities in a Post-Industrial Ageen_US
dc.typeElectronic Dissertationen_US
dc.typetexten_US
dc.identifier.oclc752261392
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.leveldoctoralen_US
dc.contributor.committeememberWyman, Leisyen_US
dc.contributor.committeememberCammarota, Julioen_US
dc.contributor.committeememberMcCarty, Teresaen_US
dc.identifier.proquest11528
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineLanguage, Reading & Cultureen_US
thesis.degree.namePh.D.en_US
refterms.dateFOA2018-06-06T05:17:47Z
html.description.abstractIn this educational ethnography, I focused on how parents and students enrolled in a public charter high school in Sundale City (pseudonym), Arizona made the choice to attend a charter school. I also focused on educational reforms in the context of two large district high schools to further contextualize family choice-making. In contrast to the prevailing view that it is primarily parents with the requisite cultural and social capital who access school choice, participants in this study were `forced' to choose an alternative to their neighborhood district school due to the harmful effects of being marginalized and penalized in traditional district school contexts. With implications for policy and practice, this anthropological study expands the polemic surrounding school choice by considering the discursive practices inscribed in traditional school contexts that force out disenfranchised students. Understanding of family choice-making and students' experiences contributes to theorizing social inequality and educational reform in new ways that lead to the development of equitable school spaces.


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