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Journal articles on the topic 'Residential segregated schools'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 January 2023

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1

Rich, Peter, Jennifer Candipan, and Ann Owens. "Segregated Neighborhoods, Segregated Schools: Do Charters Break a Stubborn Link?" Demography 58, no. 2 (March 1, 2021): 471–98. http://dx.doi.org/10.1215/00703370-9000820.

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Abstract Residential and school segregation have historically mirrored each other, with school segregation seen as simply reflecting residential patterns given neighborhood-based school assignment policy. We argue that the relationship is circular, such that school options also influence residential outcomes. We hypothesize that the expansion of charter schools could simultaneously lead to an increase in school segregation and a decrease in residential segregation. We examine what happens when neighborhood and school options are decoupled via public school choice in the form of charter schools

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2

Boterman, Willem R. "The role of geography in school segregation in the free parental choice context of Dutch cities." Urban Studies 56, no. 15 (April 1, 2019): 3074–94. http://dx.doi.org/10.1177/0042098019832201.

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School segregation and residential segregation are generally highly correlated. Cities in the Netherlands are considered to be moderately segregated residentially, while the educational landscape is choice-based but publicly funded. This article analyses how school and residential segregation are interrelated in the educational landscape of Dutch cities. Drawing on individual register data about all primary school pupils in the 10 largest cities, it demonstrates that segregation by ethnicity and social class is generally high, but that the patterns differ strongly between cities. By hypothetic

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3

Rothstein, Richard. "The myth of de facto segregation." Phi Delta Kappan 100, no. 5 (January 22, 2019): 35–38. http://dx.doi.org/10.1177/0031721719827543.

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Today, our schools are more racially segregated than at any time in the last 40 years, mainly because the neighborhoods in which they are located are themselves racially segregated. Yet, the U.S. Supreme Court, in its 2007 Parents Involved ruling, prohibited school districts from implementing even modest race-conscious desegregation plans. If people of differing races live in different neighborhoods, the Court found, it is because of de facto segregation (e.g., private individuals’ choices about where to live), which the government has no power to remedy. But in fact, argues Richard Rothstein,

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4

Jayakumar, Uma M. "The Shaping of Postcollege Colorblind Orientation Among Whites: Residential Segregation and Campus Diversity Experiences." Harvard Educational Review 85, no. 4 (December 1, 2015): 609–45. http://dx.doi.org/10.17763/0017-8055.85.4.609.

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In this article, Uma M. Jayakumar investigates the cumulative impact of experiences with segregation or racial diversity prior to and during college on colorblind ideological orientation among white adults. An analysis of longitudinal data spanning ten years reveals that, for whites from segregated and diverse childhood neighborhoods, some experiences in college may increase colorblind thinking, while others may facilitate a greater understanding of the racial context of US society. Segregated white environments, or white habitus, before, during, and after college are associated with whites' c

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Schreurs, Zoë Elisabeth Antonia, and Shu-Nu Chang Rundgren. "Neighborhood, Segregation, and School Choice." Multidisciplinary Journal of School Education 10, no. 2 (20) (December 27, 2021): 111–33. http://dx.doi.org/10.35765/mjse.2021.1020.06.

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Over the past few decades, school choice has been a widely debated issue around the globe, following the development of pluralism, liberty, and democracy. In many countries, school choice systems were preceded by residence-based school assignment systems, creating a strong connection between a neighborhood and its schools’ demographic compositions. However, schools often remain highly segregated. School segregation is thus seen as a major problem and is supposedly driven by three main factors: residential segregation, parental school choice, and schools’ selection of pupils. This paper aims to

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6

Taylor, Chris, and Stephen Gorard. "The Role of Residence in School Segregation: Placing the Impact of Parental Choice in Perspective." Environment and Planning A: Economy and Space 33, no. 10 (October 2001): 1829–52. http://dx.doi.org/10.1068/a34123.

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There have been many claims that the introduction of parental choice for schools in the United Kingdom would lead to further socioeconomic segregation between schools. However, little evidence of this has actually emerged. Instead during the first half of the 1990s, in particular, the number of children living in poverty became more equally distributed between UK secondary schools. Part of the explanation for this lies with the prior arrangements for allocating children to schools, typically based upon designated catchment areas. In this paper we argue that the degree of residential segregatio

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7

Pearman, Francis A., and Walker A. Swain. "School Choice, Gentrification, and the Variable Significance of Racial Stratification in Urban Neighborhoods." Sociology of Education 90, no. 3 (May 24, 2017): 213–35. http://dx.doi.org/10.1177/0038040717710494.

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Racial and socioeconomic stratification have long governed patterns of residential sorting in the American metropolis. However, recent expansions of school choice policies that allow parents to select schools outside their neighborhood raise questions as to whether this weakening of the neighborhood–school connection might influence the residential decisions of higher-socioeconomic-status white households looking to relocate to central city neighborhoods. This study examines whether and the extent to which expanded school choice facilitates the gentrification of disinvested, racially segregate

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8

Stearns, Elizabeth. "Long-Term Correlates of High School Racial Composition: Perpetuation Theory Reexamined." Teachers College Record: The Voice of Scholarship in Education 112, no. 6 (June 2010): 1654–78. http://dx.doi.org/10.1177/016146811011200604.

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Background/Context Perpetuation theory predicts that attending a racially segregated school paves the way for a lifetime of segregated experiences in neighborhoods, schools, and jobs. Research conducted in the 1970s and 1980s linked racial isolation in high schools with later racial isolation in many social settings among African-American students. Racial isolation in the workplace is particularly important to study given that it is an indicator of social cohesion and has been linked with lower levels of pay for workers of color. Purpose This study updates much of this research, focusing on th

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9

Goldsmith, Pat Rubio. "Learning Apart, Living Apart: How the Racial and Ethnic Segregation of Schools and Colleges Perpetuates Residential Segregation." Teachers College Record: The Voice of Scholarship in Education 112, no. 6 (June 2010): 1602–30. http://dx.doi.org/10.1177/016146811011200603.

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Background Despite a powerful civil rights movement and legislation barring discrimination in housing markets, residential neighborhoods remain racially segregated. Purpose This study examines the extent to which neighborhoods’ racial composition is inherited across generations and the extent to which high schools’ and colleges’ racial composition mediates this relationship. To understand the underlying social processes responsible for racial segregation, I use the spatial assimilation model, the place stratification model, and perpetuation theory. Population Data for this project are from the

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10

Weathersby, Claude. "School Conversions in the Segregated St. Louis Public Schools District Prior to the Historic Brown v. Board of Education Ruling." Journal of Urban History 43, no. 2 (August 3, 2016): 294–311. http://dx.doi.org/10.1177/0096144215575008.

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Even though the St. Louis Board of Education established the first high school for blacks west of the Mississippi River, the first facility was substandard. As the black population of St. Louis grew and encroached upon the white residential areas, it became necessary to provide additional school facilities for black enrollment. On several occasions, school officials reluctantly resorted to the conversion of school buildings from white to black use. During the decades of the 1930s, 1940s, and early 1950s, the St. Louis Public Schools district experienced a tremendous increase in the black stude

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11

Firmansyah, Rangga, Nazlina Shaari, Sumarni Ismail, Nangkula Utaberta, and Ismar Minang Satotoy Usman. "OBSERVATION OF FEMALE DORM PRIVACY IN ISLAMIC BOARDING SCHOOLS IN WEST JAVA, INDONESIA." Journal of Islamic Architecture 6, no. 4 (December 26, 2021): 360–68. http://dx.doi.org/10.18860/jia.v6i4.13091.

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In learning activity processes in Islamic boarding schools, students must study and live in a dormitory. It functions to replace a residential home where the privacy aspect should be taken into consideration. This study aims to observe the privacy aspects closely related to the female students' bedrooms, covering six elements examined in five case studies, including the sex-segregated dormitories, the main function of staying, visual privacy on the dimensions height of the windows, acoustic privacy, and olfactory privacy in terms of the connection between dormitory rooms. It was found that the

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Lee, Jin, and Christopher A. Lubienski. "A Spatial Analysis on Charter School Access in the New York Metropolitan Area." Teachers College Record: The Voice of Scholarship in Education 123, no. 2 (February 2021): 1–30. http://dx.doi.org/10.1177/016146812112300205.

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Background Extant literature has consistently indicated that access to charter school markets is shaped by social geography. Given interest in location shown by charter schools and parents, estimating potential spatial access to charter schools has become instrumental in understanding equal opportunities for charter school enrollment in metropolitan areas with preexisting residential segregation. Purpose By considering the increasing significance of sociogeography, this article asks whether students have equal opportunities for potential spatial access to charter schools across communities and

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13

Mangino, William. "A Critical Look at Oppositional Culture and the Race Gap in Education." ISRN Education 2013 (May 12, 2013): 1–5. http://dx.doi.org/10.1155/2013/363847.

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This paper offers a sociological critique of the perceived Black-White gap in education and of the theory of “opposition” that underpins it. The literature extending back a century discusses how oppressed and segregated groups adopt attitudes opposed to those who oppress and contain them. Failure to situate the current oppositional culture in this larger body of literature makes opposition seem specific to Black Americans; it is not. Further, among people with similar economic resources, Black Americans have higher educational aspirations and go to college more than comparable Whites. The cont

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14

Richards, Meredith P., and Kori J. Stroub. "Metropolitan Public School District Segregation by Race and Income, 2000–2011." Teachers College Record: The Voice of Scholarship in Education 122, no. 5 (May 2020): 1–40. http://dx.doi.org/10.1177/016146812012200504.

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Background Recent work has documented declining public school racial/ethnic segregation, as students have become more evenly distributed across schools and districts since the turn of the century. However, we know little about how declines in school racial/ethnic segregation have affected students of different levels of economic resources. While some evidence suggests that class may be supplanting race as the defining force in structuring residential segregation, it is unclear whether this trend toward spatial assimilation is mirrored in schools. Objective In this study, we provide initial evi

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15

Erickson, Ansley T., and Andrew R. Highsmith. "The Neighborhood Unit: Schools, Segregation, and the Shaping of the Modern Metropolitan Landscape." Teachers College Record: The Voice of Scholarship in Education 120, no. 3 (March 2018): 1–36. http://dx.doi.org/10.1177/016146811812000308.

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Background/Context In the first half of the 20th century, American policy makers at all levels of government, alongside housing and real estate industry figures, crafted mechanisms of racial exclusion that helped to segregate metropolitan residential landscapes. Although educators and historians have recognized the long-term consequences of these policies for the making of educational segregation, they have not yet fully perceived how strongly ideas about public schools mattered in the shaping of these exclusionary practices. Purpose/Objective/Research Question/Focus of Study This historical s

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16

Ward, Katherine. "Dallas Students Take Flights." SMU Journal of Undergraduate Research 4, Spring 2019 (2019). http://dx.doi.org/10.25172/jour.4.1.14.

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In 1954, when Brown vs. Board of Education (Brown) ruled that segregation was illegal, Dallas, like most southern cities, was very residentially segregated and not eager to welcome black children into white schools as mandated. The city dragged its feet far longer than others, and in 1961 it was the very last large school district in the country to allow black students to attend white schools (SMU Law 1). Busing for integration was implemented even farther behind other cities, but white flight out of the school district occurred in Dallas to a greater degree than most other metropolitan areas.

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17

Farley, Reynolds. "CHOCOLATE CITY, VANILLA SUBURBS REVISITED." Du Bois Review: Social Science Research on Race, August 19, 2021, 1–29. http://dx.doi.org/10.1017/s1742058x21000266.

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Abstract Despite the long history of racial hostility, African Americans after 1990 began moving from the city of Detroit to the surrounding suburbs in large numbers. After World War II, metropolitan Detroit ranked with Chicago, Cleveland, and Milwaukee for having the highest levels of racial residential segregation in the United States. Detroit’s suburbs apparently led the country in their strident opposition to integration. Today, segregation scores are moderate to low for Detroit’s entire suburban ring and for the larger suburbs. Suburban public schools are not highly segregated by race. Th

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18

Oittinen, Riikka, Marja Peltola, and Venla Bernelius. "”Mä tunnistan kaltaiseni, kun mä nään sen” – Etnografinen tutkimus kaupunkikoulun oppilaiden arkitodellisuuksien eriytymisestä." Terra 134, no. 1 (March 31, 2022). http://dx.doi.org/10.30677/terra.108013.

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Recent studies reveal that schools in Finland’s largest urban areas are increasingly segregated. Two dimensions of segregation, residential and school segregation, have been found to be strongly interlinked. In this study, we examine how pupils’ daily lives are segregated or integrated across three life domains – 1) home 2) school and 3) leisure activities, and what kind of negotiation and social distinctions are related to these domains among pupils. Our findings are based on an ethnographic study (48 days), including interviews with pupils (n=22) with different social and ethnic backgrounds

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19

Lenahan, Teka, Jennifer LoCasale-Crouch, Caroline Chamberlain, Amanda Williford, Jason Downer, Jessica Whittaker, and Luke Miller. "Examining the association between neighborhood conditions and school readiness across low and highly segregated school attendance boundaries." Frontiers in Education 7 (November 1, 2022). http://dx.doi.org/10.3389/feduc.2022.932558.

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Neighborhood characteristics are well documented determinants of adolescent and adult health and well-being. One such neighborhood characteristic heavily explored in K-12 research is the role of residential segregation on educational outcomes. Surprisingly, little is known about how community conditions, as well as racial segregation, relate to children’s early school readiness. This is a critical gap in the field as children’s school readiness is a significant marker of school success, both in the short and long term. Thus, this study aimed to address this gap through examining statewide scho

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