Schools & the Diversity Transition

Dados Bibliográficos

ID9685590
AutoresR Alba (0000-0003-2966-441X, United States Chamber of Commerce, autor correspondente)
Ano2013
Volume142
Fascículo3
Páginas155-169
Data de publicação2013-07-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoDaedalus (JOURNAL)
Identificadores do periódicoISSN: 0011-5266 • E-ISSN: 1548-6192
EditoraMIT Press - Journals (PUBLISHER)
DOI10.1162/daed_a_00225
OpenAlexW2098526605
IdiomaEN
Citações recebidas3
Referências citadas16

In the next quarter century, North American and Western European societies will face a profound transformation of their working-age populations as a result of immigration, combined with the aging of native majorities. These changes will intensify the challenges of integrating the children of lowstatus immigrants. Abundant evidence reveals that most educational systems, including that in the United States, are failing to meet these challenges; and sociological theories underscore these systems' role in reproducing inequality. However, the history of assimilation in the United States shows that native-/immigrant-origin inequalities need not be enduring. An examination of variations across time and space suggests educational policy changes and innovations that can ameliorate inequalities

Demographic economics · Development economics · Diversity (politics · Economic growth · Economics · Educational inequality · Face (sociological concept · Geography · Immigration · Inequality · Political economy · Political science · Quarter (Canadian coin · Social science · Sociology · Space (punctuation) · Transition (genetics · Anthropology · Intergenerational and Educational Inequality Studies · Law · School Choice and Performance · Youth Education and Societal Dynamics