[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-590085-105":59,"doc-detail-590085-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","socioeconomic-status-race-and-public-support-for-school-integration","Socioeconomic Status, Race, and Public Support for School Integration","","Polling shows strong theoretical support for diverse schools, yet integration initiatives often face substantial opposition, especially when linked to race. Using a nationally representative survey experiment, respondents consider a hypothetical referendum comparing residence-based school assignment with assignments designed to meet racial/ethnic or socioeconomic diversity targets. The study estimates public support and average willingness-to-pay, finding preference for residence-based assignment overall and a near-equal split between residence-based and socioeconomic integration. Declining support for race-based integration is driven by White and Republican respondents.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/socioeconomic-status-race-and-public-support-for-school-integration/590085/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/socioeconomic-status-race-and-public-support-for-school-integration/590085.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study aim to explain about school integration support?","Question",{"text":112,"@type":113},"It examines why public support for integration differs between theory and practice, focusing on opposition to race-based and socioeconomic integration initiatives.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is the survey experiment structured?",{"text":117,"@type":113},"Respondents are shown a hypothetical referendum with two school assignment options: residence-based assignment and a diversity-targeted assignment. Some respondents are randomly assigned to racial/ethnic targets and others to socioeconomic targets.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the main findings on public support?",{"text":121,"@type":113},"Participants show a clear plurality preference for residence-based assignment over racial diversity initiatives, while support is close to evenly split between residence-based assignment and socioeconomic integration. The drop for race-based integration is attributable to White and Republican respondents.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590085,1792101036,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","AERA Open  \nJanuary-December 2021, Vol. 7, No. 1, pp. 1–16 DOI: 10. 1177/2332858420986864  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2021. [http://journals.sagepub.com/home/ero](http://journals.sagepub.com/home/ero)  \nSocioeconomic Status, Race, and Public Support for School Integration  \nDeven Carlson  \nUniversity of Oklahoma  \nElizabeth Bell  \nMiami University  \nPolling data routinely indicate broad support for the concept of diverse schools, but integration initiatives—both racial and socioeconomic—regularly encounter significant opposition. We leverage a nationally representative survey experiment to provide novel evidence on public support for integration initiatives. Specifically, we present respondents with a hypothetical referendum where we provide information on two policy options for assigning students to schools: (1) a residence-based assignment option and (2) an option designed to achieve stated racial/ethnic or socioeconomic diversity targets, with respondents randomly assigned to the racial/ethnic or socioeconomic diversity option. After calculating public support and average willingness-to-pay, our results demonstrate a clear plurality of the public preferring residence-based assignment to the racial diversity initiative, but a near-even split in support for residence-based assignment and the socioeconomic integration initiative. Moreover, we find that the decline in support for race-based integration, relative to the socioeconomic diversity initiative, is entirely attributable to White and Republican respondents.  \nKeywords: race, ethnicity, socioeconomic status, school integration, education policy  \nIntroduction  \nThe Supreme Court’s 1954 ruling in Brown v. Board of Education sparked a series of initiatives to integrate schoolson the basis of race. In spite of polling data routinely indicating strong public support for the concept of diverse schools (Frankenberg & Jacobsen, 2011; Hochschild & Scott, 1998; Page & Shapiro, 1992; Smith, 1982), race-based integration initiatives consistently encounter significant opposition, suggesting that the public is more supportive of racially diverse schools in theory than in practice. As a result of the political controversy facing race-based integration, the policy conversation has shifted toward initiatives that achieve integration on the basis of socioeconomic status (SES) . Supporters of SES-based integration often tout these initiatives as providing many of the same benefits as race-based integration, but with the added draw of being politically feasible (Kahlenberg, 2012) . However, only about 80 school districts—out of more than 13,000 nationwide—consider socioeconomic status when assigning students to schools (Potter et al., 2016) . And some districts that have pursued SES-based integration initiatives experienced public blowback resembling that typically targeted toward race-based initiatives (Parcel & Taylor, 2015) . This suggests a dynamic similar to the one that played out with race-based integration, one where the public supports socioeconomic diversity  \nin theory, but dislikes the policies required to achieve meaningful integration. Such a dynamic suggests that SES-based integration initiatives could be consigned to similar political fate as the race-based initiatives that preceded them.  \nIn this article, we draw on a nationally representative survey experiment to provide evidence on public support for integration initiatives, both race-based and SES-based. We build on prior survey-based work assessing public support for integration in four main ways. First, instead of inquiring about respondents’ support for diversity in general, we walk respondents through an in-depth exercise that describes two concrete policy options districts have for assigning students to schools. The first option only considers the location of a student’s residence in determining","cbCaic55ZNJiongS","https://ap.wps.com/l/cbCaic55ZNJiongS","pdf",1114533,16,"English","# Introduction\n## Brown v. Board and public support limits\n## SES-based integration and political feasibility\n## Study design and survey experiment approach\n## Measuring support and willingness-to-pay","[{\"question\":\"What does the study aim to explain about school integration support?\",\"answer\":\"It examines why public support for integration differs between theory and practice, focusing on opposition to race-based and socioeconomic integration initiatives.\"},{\"question\":\"How is the survey experiment structured?\",\"answer\":\"Respondents are shown a hypothetical referendum with two school assignment options: residence-based assignment and a diversity-targeted assignment. Some respondents are randomly assigned to racial/ethnic targets and others to socioeconomic targets.\"},{\"question\":\"What are the main findings on public support?\",\"answer\":\"Participants show a clear plurality preference for residence-based assignment over racial diversity initiatives, while support is close to evenly split between residence-based assignment and socioeconomic integration. The drop for race-based integration is attributable to White and Republican respondents.\"}]","Socioeconomic Status, Race, and Public Support for School Integration | PDF",1792068758]