Interest Convergence and Desegregation in the Ohio Valley

Book Review of “Children of the Dream: Why School Integration Works”

“…First, we would like to uplift Johnson and Nazaryan's contention on page 9 that “As for integration; it is not a zero-sum game; whites as well as blacks benefit from it.” This insight should inform debates over access to rigorous curriculum and enriching co-curricular activities. It also aligns with the Critical Race Theory concept of interest convergence, which posits policy changes benefitting members of historically excluded groups will only be implemented when they also benefit the members of politically dominant castes (Leigh, 2003).…”

The Role of Schools in Educating Black Citizens: From the 1800s to the Present

“…In desegregated schools, Black children were tracked into remedial, basic education, and vocational programs and many were suspended from school (Wells, Holme, Revilla, & Atanda, 2009). Leigh's (2003) historical analysis of school desegregation in two Midwestern districts showed interest convergence in the implementation of national policy, "Access to equal educational opportunities was afforded to the Black children . .…”

Critical Race Theory and Interest Convergence as Analytic Tools in Teacher Education Policies and Practices

“…Castagno and Lee (2007) wrote that interest convergence "exposes the selfishness behind many policies and practices that may advance greater equity" (p. 10). In her historical analyses of segregation and desegregation of two midwestern districts in Cincinnati, Leigh (2003) concluded, Social justice, in this case access to equal educational opportunities, was afforded the Black children of the Lincoln Heights community only when doing so benefited the neighboring White communities and districts. Avoiding the threat of legal suit and the accompanying negative publicity was a compelling benefit that was a significant factor in causing the interests of Whites to converge with the interests of Blacks.…”