Who Favors Magnets and Who Favors Charters? Political Ideology, Social Purpose Politics, and School Choice in the Upper South
Bibliographic Data
| ID | 3756347 |
|---|---|
| Authors | Virginia Riel (0000-0002-6083-511X, North Carolina State University, corresponding author), Roslyn Arlin Mickelson (0000-0003-2578-0659, University of North Carolina at Charlotte), Stephen Samuel Smith (Winthrop University) |
| Year | 2022 |
| Volume | 66 |
| Issue | 6 |
| Pages | 717-743 |
| Publication date | 2022-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | American Behavioral Scientist (JOURNAL) |
| Journal identifiers | ISSN: 0002-7642 • E-ISSN: 1552-3381 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/00027642211033288 |
| OpenAlex | W3186781351 |
| Language | EN |
| Citations received | 3 |
| References cited | 43 |
School choice is an increasingly important feature of the US educational landscape. Numerous studies examine whether a particular form of school choice promotes student achievement or whether a type of school choice discourages or encourages diversity by race, ethnicity, and ability. Studies also examine attitudes toward school choice, but these studies are typically limited to the views of parents, teachers, and administrators rather than public attitudes. We contribute to this literature by studying public opinion about magnet and charter schools in five southern school districts. Using a new and unique dataset, we examine if social background characteristics, political ideology, and attitudes toward the role of public schooling, neighborhood schools, and school diversity influence citizen opinion regarding magnets and charters. We find that more educated, higher income, and older individuals do not support charters, while conservatives and Republicans do. Whites are less likely to favor magnets than other races, while the more educated are more likely to favor them. Those who believe public schools should operate for the common good support magnets, as do those who favor diverse schools. However, those who favor neighborhood schools support both charters and magnets. We interpret our findings within the context of case studies of the respective locations and suggest that public opinion studies motivate public policies regarding educational choice
Charter · Context (archaeology) · Diversity (politics) · Ethnic group · Geography · Ideology · Political science · Politics · Public opinion · Public relations · School choice · Sociology · Electoral Systems and Political Participation · Law · Public Administration · School Choice and Performance · Urban, Neighborhood, and Segregation Studies
Missing Data
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Effects of School Racial Composition on K–12 Mathematics Outcomes
Dark Money
The Silent Majority
School Segregation and Racial Academic Achievement Gaps
Do magnet and charter schools exacerbate or ameliorate inequality
School choice, racial segregation, and test‐score gaps
School Choice in a Post-Desegregation World
The Reversed Role of Magnets in St. Louis
Nonresponse Rates and Nonresponse Bias in Household Surveys
Trends School Integration Polls
Policy Cues and Ideology in Attitudes toward Charter Schools
Teachers’ Attitudes and the Success of School Choice
A meta-analytic test of intergroup contact theory
Decomposing School Resegregation
By Foot, Bus or Car
"Whites' Opposition to "Busing
School Choice, Charter Schools, and White Flight
How Far Is Too Far
School Racial Composition and Parental Choice
Social Theory and Public Opinion
Educational delusions
Attitudes towards School Choice and Faith Schools in the UK
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,75 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |