Policy Studies: Review Annual
Policy Studies: Review Annual

Author: Bruce B. Zellner

Publisher: Routledge

Published: 2019-01-22

Total Pages: 802

ISBN-13: 1351319868

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Every editor of the Policy Studies Review Annual brings a unique perspective to bear in selecting articles to be included. This perspective reflects varying methodological and disciplinary judgments, varying judgments on what the field of policy studies or policy analysis is and where it should be going, and varying judgments regarding the quality of articles which are or claim to be in the field. Because it is the objective to assemble a set of essays which are both interesting and topical, there will be varying perspectives on these matters as well. The volume clearly reflects the editors perspectives. They are explicit about these judgments and perspectives, and then let the content of the volume speak for itself. First, we are both economists. As a result, the general topics selected and the articles chosen under each topic tend to emphasize economics more than the other disciplines involved in the field of policy studies—sociology, psychology, political science, law, and so on. This emphasis is clearly seen by comparing the contents of volume I (edited by Stuart Nagel, a political scientist) and volume II (edited by Howard Freeman, a sociologist) with that of this volume. Second, the editors have a particular view of what policy studies or policy analysis is. That view has several aspects. In the first place, they feel that the field of policy studies or policy analysis must define itself, and this definition will develop as researchers do just what the title of the field says—study or analyze policies. A corollary of this view is that we place a low weight on papers which discuss the policy process or reforms in policy-making, relative to papers which analyze a policy, a policy proposal, or a problem which leads to calls for policy action.

The Science and Law of School Segregation and Diversity
The Science and Law of School Segregation and Diversity

Author: Roger J.R. Levesque

Publisher: Oxford University Press

Published: 2017-09-27

Total Pages: 169

ISBN-13: 0190670037

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An empirical look at the U.S legal system's effectiveness in addressing school segregation reveals that segregation persists and even surpasses levels experienced before the Civil Rights Movement. Yet, lawmaking continues as though segregation is a thing of the past. The negative effects of racial and ethnic disparities in schooling are well documented, but legal analysts increasingly interpret the law as a system that operates independently of research findings clearly pointing to disparities. For their part, researchers continue to document experiences of segregation without considering the legal system's basic concerns. The Science and Law of School Segregation and Diversity examines the sources of the disconnect between scientific findings on school segregation and how the U.S. legal system addresses it; evaluates these sources' empirical and legal foundations; explains why they persist; and reveals what can be done about them. Roger Levesque, a scholar with expertise in children's rights, family law, and adolescence, provides an overview of how the legal system approaches inequality based on racial/ethnic status. He presents an analysis of the empirical findings relating to the implementation of laws that would address racial disparities in schooling and educational outcomes. Finally, Levesque challenges jurisprudential claims that the developmental sciences do not offer important and useful tools to guide responses to differential treatment and circumstances based on race. This book will appeal to individuals interested in legal responses to schooling's place in society, discrimination, diversity, inequality, and more broadly, civil rights. The text will also appeal to developmentalists interested in prejudice, discrimination, and social development, and researchers, scholars, and students in law and psychology, law and education, law and human development, and law and society.