Race, Power, and (In)equity Within Two-way Immersion Settings

Authors

Martin Scanlan, Marquette UniversityFollow
Deborah Palmer, University of Texas at Austin

Document Type

Article

Language

eng

Format of Original

25 p.

Publication Date

12-2009

Publisher

Springer

Source Publication

Urban Review

Source ISSN

0042-0972

Abstract

Two-way immersion schools provide a promising model for service delivery to students who are English language learners. With the goals of bilingualism, academic excellence, and cross cultural appreciation, these schools are designed to build bridges across linguistically heterogeneous student bodies. Yet while empirical evidence demonstrates that the two-way immersion model can be effective in these regards, we know little about how such schools address other dimensions of diversity, including race, ethnicity, class, and disability. This study contributes to filling this gap by critically analyzing these dimensions in the areas of recruitment and retention in two two-way immersion schools.

Comments

Accepted version. Urban Review, Vol. 41, No. 5 (December 2009): 391-415. DOI. © 2009 Springer. Used with permission.

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Recommended Citation

Scanlan, Martin and Palmer, Deborah, "Race, Power, and (In)equity Within Two-way Immersion Settings" (2009). College of Education Faculty Research and Publications. 61.
https://epublications.marquette.edu/edu_fac/61