Nearly 50 Years Post-Jim Crow

Heilig, Julian Vasquez; Holme, Jennifer Jellison

doi:10.1177/0013124513486289

Cited by 27 publications

(8 citation statements)

References 13 publications

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“…One is the tendency of many people to conflate "desegregation" or "spatial mixing" with the more demanding conditions of true integration (Powell, 2005), which presumably would ensure real equality of opportunity. Several notable studies reveal that the desegregation, or the diversification of student populations, has led mainly to inequality of opportunity within schools (Carter, 2012;Hallinan & Williams, 1989;Lewis & Diamond, 2015;Merry, 2016;Tyson, 2011;Vasquez Heilig & Holme, 2013). Research in mixed schools and classrooms points toward differentiated treatment of teacher bias, stereotype threat, and lack of identity safety (Okonofua & Eberhardt, 2015; C. M. Steele, 1997;D.…”

Section: The Meso Dimensionmentioning

confidence: 99%

16th Annual AERA Brown Lecture in Education Research “A Shade Less Offensive”: School Integration as Radical Inclusion in the Pursuit of Educational Equity

Carter

2023

Educational Researcher

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The historical record reveals that in the final opinion of the landmark school segregation case Cooper v. Aaron, the U.S. Supreme Court justices intentionally used the term “desegregation” rather than “integration” to soften the ire of those opposed to the Brown v. Board of Education decision. The justices believed that Southern resisters to integrations would find the former term “a shade less offensive” than the latter. In this lecture, education scholar and sociologist Prudence Carter reverses that logic and discusses why educational practices of “radical inclusion” are “a shade less offensive” today than mere desegregation in light of persistent educational disparities by race, ethnicity, and class. Carter draws on her original research and other social science evidence to show why societies marred by social and economic divides continue to struggle with the realization of integration in schools and communities. In her commentary on multiple dimensions of educational inequality, she highlights policies and evidence-based practices that have the potential to bring us closer to equity in schools and society.

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Section: The Meso Dimensionmentioning

confidence: 99%

16th Annual AERA Brown Lecture in Education Research “A Shade Less Offensive”: School Integration as Radical Inclusion in the Pursuit of Educational Equity

Carter

2023

Educational Researcher

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“…Yet this belief is difficult to reconcile with virtually everything empirical research has reported for the past several decades (Coleman, 1966; Downey & Condron, 2016) concerning structural inequality, which, most studies continue to show, is prevalent in school systems in most countries to one degree or another (Domina et al, 2019; Schmidt et al 2015; Shavit & Blossfeld, 1993; Van de Werfhorst, 2019). Even in schools exhibiting “economic and racial balance” there is very little evidence to support the claim that either peer groups or high school classrooms are very heterogeneous with respect to race/ethnicity, social class background or ability, no matter how mixed the school population as a whole might be (Angrist & Lang, 2004; Conger, 2005; Darity & Jolla, 2009; Fiel, 2013; Vasquez-Heilig & Holme, 2013).…”

Section: Difficulties With the Integration Narrativementioning

confidence: 99%

Majority-minority Educational Success Sans Integration: A Comparative-International View

Merry

Ağırdağ

2022

The Review of Black Political Economy

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Strategies for tackling educational inequality take many forms, though perhaps the argument most often invoked is school integration. Yet whatever the promise of integration may be, its realization continues to be hobbled by numerous difficulties. In this paper we examine what many of these difficulties are. Yet in contrast to how many empirical researchers frame these issues, we argue that while educational success in majority-minority schools will depend on a variety of material and non-material resources, the presence of these resources does not require school integration; indeed sometimes the most crucial resources are easier to foster in its absence. To that end, we briefly canvass the evidence from the United States on high performing majority-minority schools serving poor and minority students. Yet because these debates are so contentious in the American context, we pivot away from the U.S. to consider a different country, the Netherlands. We invite the reader to consider an analogous case where racial injustice and educational inequality are just as serious, yet where differences in the state school system might prove instructive concerning how some majority-minority schools choose to respond to existing segregation, but more importantly how educational success can occur in the absence of integration.

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“…Utilizing the SPSS recode variable feature, we aggregated students in each school into categorical variables denoting school-level non-White majorities (i.e., 99%-100% non-White, 90%-90% non-White, etc.). We used [5,49] to define the term intense segregation as 90% or more non-White in a school.…”

Section: Descriptive Analysesmentioning

confidence: 99%

Choice without Inclusion?: Comparing the Intensity of Racial Segregation in Charters and Public Schools at the Local, State and National Levels

2019

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We conduct descriptive and inferential analyses of publicly available Common Core of Data (CCD) to examine segregation at the local, state, and national levels. Nationally, we find that higher percentages of charter students of every race attend intensely segregated schools. The highest levels of racial isolation are at the primary level for public and middle level for charters. We find that double segregation by race and class is higher in charter schools. Charters are more likely to be segregated, even when controlling for local ethnoracial demographics. A majority of states have at least half of Blacks and a third of Latinx in intensely segregated charters. At the city level, we find that higher percentages of urban charter students were attending intensely segregated schools.

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Nearly 50 Years Post-Jim Crow

Cited by 27 publications

References 13 publications

16th Annual AERA Brown Lecture in Education Research “A Shade Less Offensive”: School Integration as Radical Inclusion in the Pursuit of Educational Equity

16th Annual AERA Brown Lecture in Education Research “A Shade Less Offensive”: School Integration as Radical Inclusion in the Pursuit of Educational Equity

Majority-minority Educational Success Sans Integration: A Comparative-International View

Choice without Inclusion?: Comparing the Intensity of Racial Segregation in Charters and Public Schools at the Local, State and National Levels

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