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Direct Democracy in Education: How Ballot Initiatives Challenge Equal Opportunity and Risk Tyrannizing Underrepresented Students
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- Author(s): Farley, Amy N. (ORCID
Farley, Amy N. (ORCID 0000-0001-7602-3354 )- Language:
English- Source:
Education and Urban Society. Mar 2021 53(3):279-310.- Publication Date:
2021- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com
- Peer Reviewed: Y
- Source: 32
- Subject Terms:
- Accession Number: 10.1177/0013124520931459
- ISSN: 0013-1245
- Abstract: States have increasingly used ballot initiatives to legislate education policy in recent years, although the consequences for educational equity and justice have been underexamined. This article investigates the extent to which ballot initiatives disproportionately affect traditionally minoritized students, with particular attention to two phenomena: tyranny of the majority and racial threat hypothesis. Results across models consistently find that minority-targeted education initiatives pass at significantly higher rates than those that do not target minoritized students, and they garner considerably more yes votes regardless of passage. For states with more people of color, this effect is magnified, suggesting the potential for tyranny of the majority may increase when there are greater proportions of people of color within a state. This research contributes to the body of literature regarding the impact of state-level policy on education and sheds light on the benefits and potentially negative consequences of the ballot initiative process as an education policy making tool, particularly for our nation's most disadvantaged students.
- Abstract: As Provided
- Publication Date: 2021
- Accession Number: EJ1284709
- Availability:
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