Notes
Although the articles in this issue are focused on the United States, scholars in Europe and other parts of the world have also conducted work on this topic. This is especially the case in England and Australia, where school-choice policies have similarly taken hold (see, e.g., Drew, Citation2013; Gewirtz, Ball, & Bowe, Citation1995; Symes, Citation1998).
I draw here from conceptions of identity that treat it as an ongoing project rather than a fixed definition. According to this approach, identity development is contextually contingent and the focus of constant acts of affirmation, revision, and expression (Lamont & Molnar, Citation2001; Zukin & Maguire, Citation2004)
Drew, C. (2013). Elitism for sale: Promoting the elite school online in the competitive educational marketplace. Australian Journal of Education, 57(2), 174–184. Gewirtz, S., Ball, S., & Bowe, R. (1995). Markets, choice, and equity in education. Philadelphia, PA: Open University Press. Symes, C. (1998). Education for sale: A semiotic analysis of school prospectuses and other forms of educational marketing. Australian Journal of Education, 42(2), 133–152. Lamont, M., & Molnar, V. (2001). How Blacks use consumption to shape their collective identity. Journal of Consumer Culture, 1(1), 131–145. Zukin, S., & Maguire, J. (2004). Consumers and consumption. Annual Review of Sociology, 30, 173–197.