Citation

Dunning-Lozano JL. Race Ethn. Educ. 2016; 19(2): 433-460.

Copyright

(Copyright © 2016, Informa - Taylor and Francis Group)

DOI

10.1080/13613324.2014.911163

PMID

unavailable

Abstract

This qualitative case-study explores questions about the stratifying role of public alternative schools created for 'at-risk' youth by analyzing the school experience of students who attend a single continuation high school and the process of student enrollment and referral to that school. Drawing on the concept of whiteness as property, this article demonstrates how the continuation high school maintained and protected the property functions of whiteness through acts of symbolic violence and the systematic removal of non-white students from the school district's mainstream high school. Instead, students were placed in a substandard alternative school lacking in material and intellectual resources. Furthermore, teachers, counselors, and administrative staff at the mainstream and continuation high schools alike drew upon the racial ideology of merit to rationalize the overrepresentation of non-white youths at the study school and to 'deracialize' the student referral process.

Language: en