Educational New Paternalism: Human Capital, Cultural Capital, and the Politics of Equal Opportunity

Abstract

Since the 1990s, a growing number of urban schools have gained attention for their distinctive approach to academics and character education. These schools, most of them charters, share the stated goals of closing the racial achievement gap and preparing all of their students for college. In this article, we identify common elements of their approach, which we, following others, label as “new paternalism.” We describe the unique features of new-paternalist urban schools and discuss potential pitfalls of new paternalism that have been absent from mass media coverage of them. We argue that new paternalism appeals to a wide range of diverse political constituencies; however, idealized media accounts of these schools likely overestimate their power to close achievement gaps and produce mobility for urban youth. Although we question the optimism of several media accounts, we argue that either advocacy or criticism of new paternalist schools ought to rest on empirical research conducted in and on them. Our central purpose is to outline an agenda for research on the long-term impact of new paternalist schools and their ability to address issues related to educational equal opportunity.