Racial and Social Class Isolation in Magnet Schools

Abstract

Magnet schools are part of reform desegregation efforts in many school districts. Despite recent and continuing interest in attracting students away from their neighborhood schools and into generally minority neighborhoods, in order to increase students' academic performance and to enhance racial and social diversity, little research has been conducted evaluating the effects of such school choice programs on students, parents, or teachers. The purpose of this study was to describe the perceptions of isolation of parents of students of different races in upper elementary and middle school magnet programs, and to characterize the sensitivity of teachers and administrators to isolation in their schools. Qualitative interviews were conducted and results summarized as illustration of participants' perceptions of isolation in these magnet programs. Isolation existed in these magnet schools; boundaries created by race and socioeconomic class were not reduced by integrating these schools with magnet school programs. Distance from school and inflexible work schedules also created conditions that did not favor participation in activities by all families. Student patterns of isolation were typical of those found in traditional non-magnet schools. Recognition from school officials serves as a reasonable motivator in efforts to reduce parental isolation; targeted student activities are necessary to reduce student isolation.