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Magnet Schools and Social Justice

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5 Magnet Schools and Social Justice

Magnet schools are specialized and unique public learning institutions that differ their educational focus or approach. The differences in approaches exhibited in the learning institutions, mainly entice parents to send their children to schools and acquire educational practices. Magnet schools act as an alternative to the mandatory local learning institutions, where children are forced to attend schools without any proper goal. The Magnet schools aim at attracting various racially diverse groups of learners. In terms of social cohesion and integration, Magnet schools are seen as a way of incorporating some aspects of choice.  Studies reveal that approximately one-third of these schools have some portfolio, entrance exam, as well as audition requirements that all learners must pass to gain admission (Bush, Burley & Causey-Bush, 2001). Categorically, the school has insightful programs geared towards making an all-around student across their different learning stages.

Magnet schools embrace different approaches that aim to ensure social justice among students (Hackman, 2005). In most schools in the United States, incidences of social segregation and discrimination are higher, and leaders are forced to adapt to them or look for alternatives. Since their inception in the 1970s, magnet schools have embraced equality and affordability of education among all learners. According to Pettaway (2018), magnet schools were mainly initiated to foster district-wide desegregation and increase the affability of learning gadgets for students. The schools were primarily undertaken to offer an attractive option to both students and parents in educational acquisitions. Overall, magnet schools ensure that it fosters social equality and moral implications to students to help them have robust growth and development.

 

 

References

Bush V, L., Burley, H., & Causey-Bush, T. (2001). Magnet Schools: Desegregation or Resegregation? Students'” Voices from Inside the Walls.” American Secondary Education, 33-50.

Hackman, H. W. (2005). Five essential components of social justice education. Equity & Excellence in Education38(2), 103-109.

Pettaway, A. S. (2018). A Case Study of an Outperforming Urban Magnet High School (Doctoral dissertation, University of Southern California).

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