Book Review: Critical race spatial analysis: Mapping to understand and address educational inequity

Escobedo, Cindy R.

doi:10.5070/d4151037113

Cited by 4 publications

(5 citation statements)

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“…Not only is race a social construction, it is also contextually, legally, geographically, and spatially constructed (Green, 2015;Milner, 2020;Milner & Lomotey, 2014;Pearman, 2020). Utilizing spatial justice theoretical perspective (Soja, 2010) and spatial analysis (Morrison et al, 2017) in conjunction with QuantCrit is important to understand more deeply the context of urban communities and racial inequities. The function of urban space and urban systems is mired by a historical and political geography/spatiality (Soja, 2010) which can "constrain opportunity, oppress, imprison, subjugate, disempower, close off possibilities" (Soja, 2010, p. 104).…”

Section: Discussionmentioning

confidence: 99%

“…The function of urban space and urban systems is mired by a historical and political geography/spatiality (Soja, 2010) which can "constrain opportunity, oppress, imprison, subjugate, disempower, close off possibilities" (Soja, 2010, p. 104). Critical Race Spatial Analysis (Morrison et al, 2017) integrates a critical spatial dimension to analysis to understand the complexity of racial oppression in educational, historical, and social spaces.…”

Section: Discussionmentioning

confidence: 99%

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Urban School District Performance: A Longitudinal Analysis of Achievement

Ramlackhan

Wang

2021

Urban Education

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We used the Stanford education data archive (SEDA) data to examine the heterogeneity among urban school districts in the United States. The SEDA 2.1 includes data sets on students’ mathematics (Math) and English language arts (ELA) achievement from 2008 to 2014 at the district level. Growth mixture modeling was used to uncover the underlying growth trajectories for urban student achievement from the third to the eighth grade. Two and three growth patterns were observed for ELA and Math achievement, respectively, over time. We used the critical theoretical framework QuantCrit to centralize race in the analysis of the data and shared implications for future research.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Urban School District Performance: A Longitudinal Analysis of Achievement

Ramlackhan

Wang

2021

Urban Education

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“…Quantitative studies that examine linkages between schools and neighborhoods to determine the effects of adjusting SABs are surely necessary, but complementing these studies with explanatory frameworks or methodological approaches that account for the cumulative impacts of race/racism and school and neighborhood segregation would strengthen the field. Future research might integrate critical quantitative approaches (e.g., Tabron, 2019), critical race spatial analysis (e.g., Morrison et al, 2017), and other qualitative or sociological research (Castro, Parry, Drawn Into Policy et al, 2022;Mendez et al, 2022) to unearth broader insight to improve rezoning. The field is also ripe for longitudinal studies to map the long-term social and academic outcomes associated with rezoning.…”

Section: Innovative Perspectives and Methodsmentioning

confidence: 99%

Drawn Into Policy: A Systematic Review of School Rezoning Rationales, Processes, and Outcomes

Castro,

Siegel-Hawley,

Bridges

et al. 2023

Review of Educational Research

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School rezoning is the process of drawing and redrawing school attendance boundaries (SABs). However, studies explicitly focused on changing SABs through rezoning or other mechanisms are spread across multiple bodies of literature. Rezoning is also a politically contentious issue governed by local school boards, tying it to conceptual work on the politics of education. This systematic literature review on school rezoning brings together fragmented but related bodies of work to develop a comprehensive understanding of the rationales for school rezoning, the strategies and processes underlying it, and its associated outcomes. Grounded in a contested legal landscape, findings indicate that rezoning involves overlapping and interacting policy issues as well as multiple stakeholders that complicate the theory of action. Limitations in prevailing student assignment plans influence the degree to which rezoning can disrupt racial and socioeconomic segregation in schools. This review highlights the need to reconceptualize rezoning as a transformative tool, rather than one that replicates (or worsens) systems of educational inequity.

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“…), despite the presence of other MSIs. A critical race spatial analysis of this region of the country would yield important insights into why this may be the case (Morrison, et al., 2017).…”

Section: Landscape Of Rmsccsmentioning

confidence: 99%

An introduction to rural minority‐serving community colleges

Rockey,

Collins

2024

New Drctns Community Coll

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Racially minoritized communities in rural areas experience some of the most challenging conditions related to poverty, educational access, and educational attainment in the nation (Farrigan, 2021; Hillman, 2016). For residents in these communities, community colleges are the most common entry point into postsecondary education (Byun et al., 2017), yet little attention has been paid to the many two‐year institutions that are both rural and minority‐ serving. This chapter introduces the landscape of rural, minority‐serving community colleges (RMSCCs) and offers future directions for research and practice to bring more visibility to these essential institutions.

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Book Review: Critical race spatial analysis: Mapping to understand and address educational inequity

Cited by 4 publications

References 0 publications

Urban School District Performance: A Longitudinal Analysis of Achievement

Urban School District Performance: A Longitudinal Analysis of Achievement

Drawn Into Policy: A Systematic Review of School Rezoning Rationales, Processes, and Outcomes

An introduction to rural minority‐serving community colleges

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