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

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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.

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Authors and Affiliations

  1. Educational Policy and Leadership, College of Education, Marquette University, P.O. Box 1881, Milwaukee, WI, 53201-1881, USA

    Martin Scanlan

  2. Bilingual/Bicultural Education, University of Texas, Austin, Austin, TX, USA

    Deborah Palmer

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  1. Martin Scanlan
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  2. Deborah Palmer
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Correspondence to Martin Scanlan.

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Scanlan, M., Palmer, D. Race, Power, and (In)equity Within Two-way Immersion Settings. Urban Rev 41, 391–415 (2009). https://doi.org/10.1007/s11256-008-0111-0

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