School Segregation Today: Segregation and Student School Segregation Today: Segregation and Student PovertyPoverty

School Segregation and Students Eligible for Receiving Free and Reduced Lunch

88.581.2 81.2

58.4

48.3 46.1

37.6

65.1% 63.8%

80.1%

46.3% 46.6%

34.7% 35.3%

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

Dis

sim

ilar

ity

Sco

re

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

Per

cen

t S

tud

ents

Eli

gib

le

Segregation:DissimilarityScore

Free andReduced Lunch (%) 99

School Segregation Today: Segregation and Student School Segregation Today: Segregation and Student PerformancePerformance

School Segregation and Student Performance 2003

83.981.2

70.7

58.4

37.6

14.0%

10.0%

15.0%

22.0%

32.0%

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

Chicago Cleveland Boston San Diego Charlotte

Dis

sim

ilar

ity

Sco

re

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

Per

cen

t E

xcee

din

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Segregation:DissimilarityScore

Percent Exceeding or Excelling at Reading (4th)

School Segregation TodaySchool Segregation Today

►Urban sprawl and regional government Urban sprawl and regional government fragmentation have worked to re-fragmentation have worked to re-segregate urban school districtssegregate urban school districts

►What is the link between today’s What is the link between today’s segregated urban schools and student segregated urban schools and student poverty or student performance?poverty or student performance?

Sources: Dissimilarity Index Data from Lewis Mumford Center, School District Data from National Center for Education Statistics

Social Construction of Social Construction of DisparityDisparity

► Disparities exist on many levels: individual, group, Disparities exist on many levels: individual, group, neighborhood, city, metropolitan area and nation. neighborhood, city, metropolitan area and nation.

► Regardless of educational, occupational, and Regardless of educational, occupational, and demographic characteristics, wealth is racially demographic characteristics, wealth is racially disparate.disparate.

► Middle class blacks possess fifteen cents for every Middle class blacks possess fifteen cents for every dollar of wealth held by middle-class whites.dollar of wealth held by middle-class whites.

► The average white Americans’ median net worth is The average white Americans’ median net worth is twelve times that of black Americans.twelve times that of black Americans.

► It is twice as difficult for blacks to obtain a It is twice as difficult for blacks to obtain a mortgage as it is for whites with comparable mortgage as it is for whites with comparable incomes.incomes.

► It is three times as difficult for blacks to gain It is three times as difficult for blacks to gain employment in the service sector as whites.employment in the service sector as whites.Racial Healing: Confronting the Fear Between Blacks and Whites: Douglas S. Massey & Nancy A Denton

Face to Face: The Changing State of Racism in America: J Waller

How How Brown Brown Influenced Subsequent Influenced Subsequent

Civil Rights JurisprudenceCivil Rights Jurisprudence

►What is segregation?What is segregation? de jurede jure

► legally imposed segregation legally imposed segregation

de facto de facto ►segregation (especially in schools) that segregation (especially in schools) that

happens in fact although not required by law.happens in fact although not required by law.

How How Brown Brown Influenced Subsequent Influenced Subsequent Civil Rights JurisprudenceCivil Rights Jurisprudence

►What is segregation?What is segregation? In regard to schools, In regard to schools, segregation segregation pertains pertains

to situations in which a disproportionate to situations in which a disproportionate number of white students number of white students or or students of students of color attend a school or school system.  color attend a school or school system. 

►Segregation can also be defined from Segregation can also be defined from emotional, psychological, mental, emotional, psychological, mental, physical, legal and social perspectives. physical, legal and social perspectives. Dr. Martin Luther King Jr. defined Dr. Martin Luther King Jr. defined

segregation as a twin evil that gives a segregation as a twin evil that gives a sense of inferiority to “Blacks,” and a sense of inferiority to “Blacks,” and a sense of superiority to “Whites.” He posits sense of superiority to “Whites.” He posits that segregation creates a distorted that segregation creates a distorted psychological self that in turn distorts psychological self that in turn distorts democracy democracy

How How Brown Brown Influenced Subsequent Influenced Subsequent Civil Rights JurisprudenceCivil Rights Jurisprudence

What is Desegregation?What is Desegregation?

► Desegregation Desegregation refers to efforts at remedying racial refers to efforts at remedying racial imbalances. It traditionally means removing formal legal imbalances. It traditionally means removing formal legal barriers, or simply placing students of different races in barriers, or simply placing students of different races in proximity to each other. Efforts are often limited to moving proximity to each other. Efforts are often limited to moving and mixing racial populations to end racial isolation. As it has and mixing racial populations to end racial isolation. As it has played out in most of America’s educational settings, played out in most of America’s educational settings, desegregation requires students of the non-dominant group desegregation requires students of the non-dominant group (most often nonwhite) to assimilate into the school and (most often nonwhite) to assimilate into the school and culture created for and controlled by the dominant group culture created for and controlled by the dominant group (most often white). Structures are not altered to meet the (most often white). Structures are not altered to meet the needs of the new and different students.needs of the new and different students.[1][1]

[1] Ware, L. and M. Ware 1996. “Plessy’s Legacy: Desegregating the Eurocentric [1] Ware, L. and M. Ware 1996. “Plessy’s Legacy: Desegregating the Eurocentric Curriculum.” Georgia State University Law Review 12. Curriculum.” Georgia State University Law Review 12. Fix cite and find Fix cite and find page.page.

What is Integration?What is Integration?

► ““The word segregation represents a system The word segregation represents a system that is prohibitive; it denies the Negro equal that is prohibitive; it denies the Negro equal access to schools, parks, restaurants, libraries access to schools, parks, restaurants, libraries and the like. Desegregation is eliminative and and the like. Desegregation is eliminative and negative, for it simply removes these legal and negative, for it simply removes these legal and social prohibitions.  Integration is creative, social prohibitions.  Integration is creative, and is therefore more profound and far-and is therefore more profound and far-reaching than desegregation.  Integration is reaching than desegregation.  Integration is the positive acceptance of desegregation and the positive acceptance of desegregation and the welcomed participation of Negroes in the the welcomed participation of Negroes in the total range of human activities.  Integration is total range of human activities.  Integration is genuine intergroup, interpersonal doing.  genuine intergroup, interpersonal doing.  Desegregation then, rightly is only a short-Desegregation then, rightly is only a short-range goal. Integration is the ultimate goal of range goal. Integration is the ultimate goal of our national community.”our national community.”

Quote by Dr. Martin Luther King from The Ethical Demands for Integration