Education as Social Remedy: Educationalization and Equity Policy in Miami-Dade County Public Schools
Date of Award
5-2026
Document Type
Thesis
Degree Name
Bachelor of Arts (BA)
Department
Social Sciences
First Advisor
Feldman, Barbara
Area of Concentration
Sociology, Political Science
Abstract
This thesis examines how equity and student achievement are conceptualized and measured within the context of the Miami-Dade County Public Schools Digital Classrooms Plan (DCP). Drawing on sociological theories of education, cultural lag, and educationalization, this study provides a conceptual critique of access-based technology initiatives. While the DCP presents an equity-oriented framework, this thesis argues that its metrics are overly broad and insufficiently aligned with its stated goals. By analyzing the language in relation to the stated measures of the 2014-2015 DCP, this study aims to demonstrate how unclear metrics and overlapping goals reflect a broader institutional tendency to assign complex social problems to educational systems. Allowing policies like the DCP to prioritize access and implementation over measurable change in educational inequality.
Recommended Citation
Gomera-Arias, Darling, "Education as Social Remedy: Educationalization and Equity Policy in Miami-Dade County Public Schools" (2026). Theses & ETDs. 6961.
https://digitalcommons.ncf.edu/theses_etds/6961
Rights
The author has not granted New College of Florida the nonexclusive right to archive, make accessible, and distribute for educational purposes this work in whole or in part in all forms of media, now or hereafter known until 5/18/2028. The copyright of this work remains with the author.