Death by Residential Segregation and the Post-Racial Myth

Martin, Lori Latrice; Fasching-Varner, Kenneth J.; Pulley, Tifanie W.

doi:10.4324/9781315408705-8

Cited by 3 publications

(6 citation statements)

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“…In this sense, regardless of the initial good intent, democratic education is duplicitous in nature. As Martin and Varner (2017) offer, "one of the greatest features of any democracy can also serve as the greatest threat to any democracy" (p. 9). The authors' 2017 study on racial segregation reveals how "residential segregation is no accident but is one of a host of expected outcomes of a racially stratified social system that was in place concurrent with the founding of the 'democracy' of the United States" (p. 1).…”

Section: Re-constituting Article Ii: Democracy Education and White Su...mentioning

confidence: 99%

“…That is, disproportionation between white communities and communities of Color is an expected result of a democracy that professes equality and freedom but is yet married to racism. Therefore, expecting equality in an inequitable social condition is plainly “a childish illusion” (Martin & Varner, 2017, p. 8). The illusion of an equal democracy is dangerous because, like racial segregation itself, it “threatens democracies and democratic interests with a lack of equilibrium between freedom (á la neoliberal capitalistic market) and equality with little governmental intervention (regulating the outcomes and experiences of schooling)” (p. 2).…”

Section: Democracy?: Re-constituting the Preamblementioning

confidence: 99%

“…Using Feagin’s (2010) white racial frame, Martin and Varner (2017) detail how racism manifests through racial segregation, which then affects education as whites justify their rationale for self-segregation away from Black and Brown schools. Such “white flight,” predicated on historical white supremacist and racist ideology about the racial Other, “creates and perpetuates a climate and an ideology that literally puts Black and Brown bodies at risk for an early death and places limits on available opportunity structures” (Martin & Varner, p. 6).…”

Section: Democracy?: Re-constituting the Preamblementioning

confidence: 99%

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Interrogating Democracy, Education, and Modern White Supremacy: A (Re)Constitution Toward Racially Just Democratic Teacher Education

Matias

Hannegan-Martinez

Heilig

2022

Teachers College Record: The Voice of Scholarship in Education

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Background/Context: Almost 100 years ago, John Dewey advocated for a democratic U.S. educational system, one that echoed the tenets of the U.S. Constitution and achieved an ethical ideal by inviting participation of all students. Yet the U.S. educational system continues to stop short of this goal insofar as students of Color—especially those in urban school districts—disproportionately face obstacles not so encountered by white students. Purpose/Focus of Study: If democracy in the United States is characterized by freedom, equality, and liberty, the inherent question is whether these rights are enjoyed in equivalent degrees among all citizens against the context of white nationalist marches, police brutality, racially targeted mass shootings, and racial bias in education and society. Setting: Despite historical strides in civil rights, today’s United States has become increasingly racialized and—some would argue—indicative of a neo-fascist climate wherein whiteness and white supremacy prevail. Subjects: How does this racial tension manifest in teacher education, a field in which racialized whiteness is already so “overwhelming” and most teacher candidates are white? What is the current state of “democratic” education in the United States given the historical bias against students of Color? Can schools, educators, and advocates achieve Dewey’s democratic ideal? Research Design: Using critical race theory and critical studies of whiteness, we theoretically explore a new “constitution” for the state of education, specifically teacher education, in today’s climate to posit whether democratic education can truly exist in the midst of systemic racism. Conclusion/Recommendations: We consider examples from within both teacher education and U.S. society writ large to show associations among attitudes, dispositions, and ideologies as aligned with racialized whiteness and then offer more just recommendations for educators attempting to resist racism in order to create a more democratic educational space.

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Section: Re-constituting Article Ii: Democracy Education and White Su...mentioning

confidence: 99%

Section: Democracy?: Re-constituting the Preamblementioning

confidence: 99%

Section: Democracy?: Re-constituting the Preamblementioning

confidence: 99%

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Interrogating Democracy, Education, and Modern White Supremacy: A (Re)Constitution Toward Racially Just Democratic Teacher Education

Matias

Hannegan-Martinez

Heilig

2022

Teachers College Record: The Voice of Scholarship in Education

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“…For Black students who manage to gain access to advanced-level mathematics courses, they are often left to tackle challenging STEM courses without the needed support of mentors/role models, peer study groups, academic and socio-emotional support networks, and partnerships to engage in rigorous research or enrichment opportunities (Brimley et al, 2016; Fullilove & Treisman, 1990; Ladson-Billings, 1998; Martin & Varner, 2017; Smith, 1981; Strayhorn et al, 2013). A study conducted of 20 Black and 20 Chinese students identified the lack of peer study groups as a contributing factor to their disparate performance in a first-year Calculus course (Fullilove & Treisman, 1990).…”

Section: Barriers To Black Student Participation In Stem Majors and C...mentioning

confidence: 99%

Today’s Civil Rights Fight: What’s Math Got to Do With It?

Bronson

Long

2022

Education and Urban Society

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Research shows student success in advanced-level science, technology, engineering, and mathematics (STEM) programs is connected to future educational and economic opportunities. Yet, Black students have been excluded from participating in rigorous mathematics courses that prepare them to engage in STEM majors and careers. This article reviews research on Black student mathematics participation at the pre-college, post-secondary, and professional levels. Three systemic barriers to Black student participation are limited access, limiting mindsets and beliefs, and lack of support. Eliminating these barriers can result in an increase in Black students’ enrollment, persistence, and achievement in advanced mathematics courses. The article provides strategies proven successful in urban contexts to ensure equitable learning environments that maximize the full potential of Black students. Educational leaders must address systemic inequities rooted in racism, purposefully engage Black students in rigorous and extended learning opportunities, and provide them with peer and faculty support.

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“…Despite more than 60 years passing since the 1954 Supreme Court case Brown v. Board of Education and the many desegregation cases that preceded Brown, most schools in the United States are racially segregated (Orfield et al, 2016). Majority Black and Brown schools in “intensive urban” (Milner, 2012) areas lack resources and fail students academically (Aud et al, 2010; L. L. Martin & Varner, 2017; Milner & Lemotey, 2014) and emotionally (Love, 2016).…”

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confidence: 99%

Black Parents’ Perspectives on Instruction: Racial Realism at a Predominantly White, Independent, Urban Elementary School

Bolgatz

2020

Urban Education

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What do Black parents say about the curriculum in a predominantly White independent elementary school in a large urban area? This study explores tensions around topics such as slavery and immigration. While parents did not say they wanted a critical multicultural curriculum, many valued attention to racial diversity. Because parents did not want their children to be hurt or marginalized, however, they used racial realism to navigate the dangers of the environment. There were some differences among parents based on their families’ identity. This article uses critical race theory to analyze the parents’ perceptions and explores implications for schools.

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Death by Residential Segregation and the Post-Racial Myth

Cited by 3 publications

References 1 publication

Interrogating Democracy, Education, and Modern White Supremacy: A (Re)Constitution Toward Racially Just Democratic Teacher Education

Interrogating Democracy, Education, and Modern White Supremacy: A (Re)Constitution Toward Racially Just Democratic Teacher Education

Today’s Civil Rights Fight: What’s Math Got to Do With It?

Black Parents’ Perspectives on Instruction: Racial Realism at a Predominantly White, Independent, Urban Elementary School

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