Segregation by Gerrymander: The Creation of the Lincoln Heights (Ohio) School District

Leigh, Patricia Randolph

doi:10.2307/2967222

Cited by 11 publications

(18 citation statements)

References 13 publications

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“…A number of scholars speculate that school districts may gerrymander their attendance zones (Clotfelter 2004;Frankenberg and Orfield 2012;Leigh 1997;Orfield 2015;Orfield and Luce 2009;Siegel-Hawley 2013). Yet, there are only a few studies examining the relationship between attendance zone shape and attendance zone segregation.…”

Section: Existing Literature On Attendance Zone Shape and Attendance mentioning

confidence: 99%

Irregularly-shaped school attendance zones and racial integration

Saporito

2017

Social Science Research

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This paper investigates how much the geographic shapes of school attendance zones within urban school districts are associated with levels of attendance zone racial segregation (while holding constant levels of residential segregation). Based on an analysis of 304 school districts, findings show that more irregularly-shaped school attendance zones are correlated with lower levels of racial segregation in attendance zones after accounting for residential segregation. In fact, not one school district contains both highly irregularly-shaped attendance zones and unusually high levels of attendance zone racial segregation-although there are several school districts with irregularly-shaped zones and unusually high levels of racial integration. These findings undermine recent claims that irregularly-shaped attendance zones generally serve to segregate students by race. In addition to these empirical findings, this paper introduces a variation of the spatial information theory segregation index H˜ that is useful for predicting segregation in school attendance zones and other types of geographic boundaries containing roughly equal populations.

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Section: Existing Literature On Attendance Zone Shape and Attendance mentioning

confidence: 99%

Irregularly-shaped school attendance zones and racial integration

Saporito

2017

Social Science Research

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“…Despite this legal history, most scholars argue that attendance zones are drawn irregularly in an effort to make them racially homogeneous (Bischoff 2008; Clotfelter 2004; Frankenberg 2009; Frankenberg and Orfield 2012; Leigh 1997; Siegel-Hawley 2013). This is also true in non-academic publications—typically anecdotal evidence published by local newspapers.…”

Section: Literature On School Attendance Zone Racial Diversitymentioning

confidence: 99%

Do Irregularly Shaped School Attendance Zones Contribute to Racial Segregation or Integration?

Saporito

Riper²

2015

Social Currents

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This research investigates if and how much the shapes of school attendance zones contribute to racial segregation in schools. We find that the typical school attendance zone is relatively compact and resembles a square-like shape. Compact zones typically draw children from local residential areas, and since local areas are often racially homogeneous, this suggests that high levels of racial segregation in the largest school districts are largely structured by existing residential segregation. Still, this study finds that the United States contains some attendance zones with highly irregular shapes—some of which are as irregular as the most irregular Congressional District. Although relatively rare, attendance zones that are highly irregular in shape almost always contain racially diverse student populations. This racial diversity contributes to racial integration within school districts. These findings contradict recent theoretical and empirical scholarship arguing that irregularly shaped zones contribute to racial segregation in schools. Our findings suggest that most racial segregation in school attendance zones is driven by large-scale segregation across residential areas rather than a widespread practice among school districts to exacerbate racial segregation by delineating irregularly shaped attendance zones.

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“…Although Grandison (2001) indicates that landscape architecture and architecture of historically black schools challenge traditional theory of "college campus as art" and that the buildings and land solely represent inferiority, he fails to demonstrate how these landscapes and buildings are means of empowerment and continuity of community, primary symbols for understanding the past as it truly was. Like Leigh (1997), Ficker (1999), and Stewart (2003), he does not show the positive out-comes of black struggles within the United States, especially as these outcomes are represented in architecture and landscape. On the other hand, Weisser (2001) evaluates the positive and negative accounts of Jim Crow schools in the South, but she limits her study to two schools and presents no conclusion as to how her methods could be applied to other public settings in which race is represented and created.…”

Section: Introduction Introduction Introduction Introduction Introducmentioning

confidence: 86%

“…Through an analysis of representative court cases and the creation of school districts concerning segregation in schools, ranging from Roberts v. City of Boston to Brown v. Board, Leigh (1997), Ficker (1999), and Stewart (2003) demonstrate the significance of the predominant argument of the NAACP attorneys. These representative analyses show that although black children are placed in sub-par schools, they are hurt most by the lack of integration with white children.…”

Section: Introduction Introduction Introduction Introduction Introducmentioning

confidence: 99%

“…Hence, a complete picture of understanding the past is to view both the positive and negative ways in which architecture and landscape represent and create race relations in the United States. In order to accomplish this task, Leigh's (1997), Ficker's (1999), and Stewart's (2003) work present the necessary framework for understanding how school segregation created a sense of inferiority among blacks in three Northern cities. Grandison (2001) and Weisser (2001) Leigh's (1997) article is on education and the issues of segregation, she cites intentional city planning efforts, which drew black residents of Cincinnati to a different, marginal area of the city than white residents.…”

Section: Introduction Introduction Introduction Introduction Introducmentioning

confidence: 99%

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Architecture and Landscapes of Segregation: An Historical Look at the Built Environment of Educational Facilities in the United States

Kirchler¹

2011

Planning Journal

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Within the field of landscape architecture and architecture, historians and critics often have sought to view the "college campus as art." This concept portrays the individual buildings as a collection of artifacts, giving little attention to the cultural and historical meanings of space, both surrounding the buildings and between the buildings. Studies of this nature tend to focus on styles, motifs, and artistic significance of individual edifices. Likewise, historic architectural studies examine the importance that buildings have in relation to their adornments, their design motifs, and their artists or architects who created them. This analysis challenges these values and associations through an evaluation of historically black college and university campuses (HBCU's) and "segregated public schools" of the Southern United States. Through a review of literature on court cases about school segregation and an examination of built environments, this article suggests that architectural and landscape studies are important in conveying notions of inferiority and tradition that were used in segregation cases across the United States. The case studies in this analysis jointly express how architecture and landscape represent and shape race relations in the United States and address shortcomings in the literature of architecture and landscapes that fail to show a connection between the antebellum and postbellum lives of African Americans in the United States. A comprehensive understanding of segregation requires an investigation of spatial and built environments to analyze the feelings and experiences of people throughout time, rather than a simple focus on historic events.

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Segregation by Gerrymander: The Creation of the Lincoln Heights (Ohio) School District

Cited by 11 publications

References 13 publications

Irregularly-shaped school attendance zones and racial integration

Irregularly-shaped school attendance zones and racial integration

Do Irregularly Shaped School Attendance Zones Contribute to Racial Segregation or Integration?

Architecture and Landscapes of Segregation: An Historical Look at the Built Environment of Educational Facilities in the United States

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