Abstract
As the Latino/a immigrant population increases, racial conflict historically understood in terms of Black and White in the U.S. South has expanded to include new contestants in metro-Atlanta public schools. By examining market and sociological competition theoretical perspectives, this study investigates how language assistance resource implementation for English language learners is influenced by supply–demand, school, neighborhood, and political factors. The findings suggest that programmatic decisions about language assistance are driven predominantly by supply–demand factors. However, neighborhood and school racial competition measures also influence the availability of language assistance for English language learners, particularly in terms of onsite language assistance instruction.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
