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Examining the Socio-Cultural Dimension of Schooling in a Racially Integrated School

¹ University of California
² UCLA

^* To whom correspondence should be addressed. E-mail: ofelia{at}ucla.edu.

	Abstract

This article examines the experiences of 20 students of color who voluntarily attend a racially integrated school. The study draws from the Socio-Cultural dimension of schooling as a framework to understand how the students of color fared on a social, cultural, and environmental level within a predominantly White school. Through a questionnaire, African American and Latina/o students discussed the conditions and perceptions of their local schools, their experiences at the new school site, and the value of navigating the educational opportunities offered by participating in a voluntary integration program. Furthermore, based on the findings that emerged from this study, recommendations with implications for policy are discussed.

First published on October 28, 2009
Education and Urban Society 2009, doi:10.1177/0013124509350047


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