How Suburban Schools Are Struggling with Low-Income Students and Students of Color in Their Schools
Chapter 2. Barrow County: An Example of the New Suburbia
← 20 | 21 →Chapter Two
There have been too few studies about the ways in which suburban schools are addressing demographic change. There are district level studies like the work of Orfield and Frankenberg (2012) which made an important contribution by interviewing school district leaders and finding out what their approaches were to a diversifying school population. Cooper (2009), Evans (2007), and Holme et al. (2014) have begun to look at the ways those district policies are playing out at the school level. Looking inside schools can tell us how teachers and students are negotiating cultural and power differences day to day and how the intersecting factors of curriculum and assessment, staffing, staff beliefs, leadership, as well as the broader context of racial and economic segregation impact the daily lives of suburban low-income students and students of color.
By taking a look at one suburban district, Barrow County,1 we can see how these issues have played out in the lives of real people. Before looking at the schools themselves, it will be helpful to understand the context for the larger suburban district, its history, and its current context. This chapter will provide an overview of Barrow County and will set the stage for a set of case studies that look deeply into middle schools in the suburban district.
There are many different kinds of suburban districts (Orfield & Frankenberg, 2012). Some are a string of small communities, and others are full suburban counties. Orfield...
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