School District Lines Stratify Educational Opportunity by Race and Poverty

Ayscue, Jennifer B.; Orfield, Gary

doi:10.1007/s12552-014-9135-0

Cited by 30 publications

(17 citation statements)

References 28 publications

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“…Cultural exclusion, expectation bias, and limited representation of minorities in STEM majors [63] likely all contributed to the low level of self-reported climate change knowledge among minority respondents. Minority groups are often culturally excluded from rigorous scientific and environmental education [64] and many attend schools in low-income urban school districts, which are largely under-funded [65]. Additionally, minority respondents may have self-reported lower levels of knowledge due to cultural stereotypes of intellectual ability, similar to those that plague women.…”

Section: Discussionmentioning

confidence: 99%

Educational attainment predicts negative perceptions women have of their own climate change knowledge

et al. 2019

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Education may encourage personal and collective responses to climate change, but climate education has proven surprisingly difficult and complex. Self-perception of knowledge and intelligence represent one factor that may impact willingness to learn about climate change. We explored this possibility with a case study in Raleigh, North Carolina in 2015 (n = 200). Our goal was to test how gender and ethnicity influenced perceptions people had of their own climate change knowledge. Survey respondents were asked how strongly they agreed with the statement “I feel knowledgeable about climate change” (1 = strongly disagree, and 5 = strongly agree). Our survey instrument also included demographic questions about race, age, income, gender, and education, as well as respondent’s experience with natural disasters and drought. We observed an interaction between education and gender where women’s self-perceived knowledge was higher than men among people with low levels of educational attainment, but was higher for men than women among people with high levels of educational attainment. In addition, minority respondents self-reported lower perceived climate change knowledge than white respondents, regardless of educational attainment. This study enhances our understanding of the gender gap in self-perceptions of climate knowledge by suggesting it is contingent on educational attainment. This could be the result of stereotype-threat experienced by women and minorities, and exacerbated by educational systems. Because people who question their knowledge are often more able to learn, particularly in ideologically charged contexts, highly educated women and minorities may be more successful learning about climate change than white men.

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Section: Discussionmentioning

confidence: 99%

Educational attainment predicts negative perceptions women have of their own climate change knowledge

et al. 2019

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“…Legislatively, the allocation of resources was enforced along geographic boundaries, determined not only by social class but also by the racial composition of particular communities (Freund, 2007;Rothstein, 2017). Northern cities were relatively "inelastic" in terms of expansion because the metropolitan areas fragmented quickly into central and suburb cities (Ayscue & Orfield, 2015). Ayscue and Orfield argue that the twin processes of "exclusion and recruitment" (p. 7) recreated segregation by race and poverty between central and suburb cities.…”

Section: Boundaries Enforced By State Violencementioning

confidence: 99%

“…Implicated in the deliberate, legislatively induced differential distribution of resources are its effects upon the quality of education (Ayscue & Orfield, 2015). Fragmenting school district boundaries by zip code serves as a form of fencing off access to quality public education (Saiger, 2010).…”

Section: Boundaries Enforced By State Violencementioning

confidence: 99%

Stealing an Education: On the Precariousness of Justice

Joldersma

Perhamus

2020

Teachers College Record

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Background/Context This article examines a 2011 court case in which an Ohio state court convicted and jailed a poor, single, Black mother of two school-aged children for “stealing an education.” Using a false address, the mother, Kelley Williams-Bolar, enrolled her daughters in a public school district that was more privileged and amply resourced than their home district in order to provide her children a “better education.” The court's ruling and public opinion on this case (as illustrated through media) serve as the context of this article's analysis. Purpose Employing Judith Butler's concept of precarity, Jacques Derrida's theory of justice to come, and Hannah Arendt's and Walter Benjamin's ideas about state violence, the article offers a conceptual framework of the precariousness of justice to analyze the implications of this case. Through the precariousness of justice framework, the article examines the ways that racial and class societal inequities manifest themselves through the judge's juridical determination and journalistic expressions of public opinion. The purpose of this article is to explicate the intimate and structural connections between racism, classism, educational policy, and the U.S. court system. Research Design As a conceptual analysis, the article theoretically examines the Williams-Bolar court case as a demonstration of the ways in which the juridical apparatus of the state (the court system) and mainstream media (public opinion) divide people by race and class within inequitable societal structures. The article uses the theoretical framework of the precari-ousness of justice to examine the political implications of the court's ruling on educational policy regarding school districting. Conclusions Findings include that school district enrollment boundaries create borders around people by race and class, and that these educational enrollment borders can lead to people “border-hopping” in an effort to equalize educational access. The court system plays a role in reifying race- and class-based educational boundaries and borders. The concluding analysis situates this case within the context of both state violence and hope.

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“…Similar disparities and inequities remain today-more than 50 years later. Indeed, segregation is deepening, rather than declining (Ayscue and Orfield 2015;Orfield and frankenberg 2013). As was the case in 1966, Euro-American students today attend schools with a majority of other Euro-Americans (81.9 percent ;Walsemann, Bell, and Maitra 2011).…”

Section: Kathleen P Murray Earned Her Master's Degree In Education Imentioning

confidence: 99%

New Tools for Old Problems: Inequality and Educational Opportunity for Ethnic Minority Youth and Parents

Hill¹,

Jeffries²,

Murray³

2017

The ANNALS of the American Academy of Political and Social Scie

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Fifty years after the Coleman Report delineated deep inequities across race and ethnicity in school contexts and outcomes, American families still navigate largely inequitable educational systems. The Coleman Report—with only slightly veiled surprise—also revealed the deep value African Americans place on education, their strong motivation to succeed, and the high expectations that they have for academic success. This article provides a critical analysis of the policies designed to increase equity in and access to high-quality education. With a special focus on adolescents, we show how these policies are experienced differently by families in ways that sustain inequities across ethnicity, race, and socioeconomic background. We also review research on the experiences of students in schools, arguing that policy attempts to mitigate disparities in educational experiences across race and socioeconomic condition have had little if any effect.

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School District Lines Stratify Educational Opportunity by Race and Poverty

Cited by 30 publications

References 28 publications

Educational attainment predicts negative perceptions women have of their own climate change knowledge

Educational attainment predicts negative perceptions women have of their own climate change knowledge

Stealing an Education: On the Precariousness of Justice

New Tools for Old Problems: Inequality and Educational Opportunity for Ethnic Minority Youth and Parents

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