{"id":62825,"date":"2022-05-16T01:36:43","date_gmt":"2022-05-16T05:36:43","guid":{"rendered":"https:\/\/world.edu\/?p=62825"},"modified":"2022-05-26T18:44:21","modified_gmt":"2022-05-26T22:44:21","slug":"us-schools-are-not-racially-integrated-despite-decades-of-effort","status":"publish","type":"post","link":"https:\/\/world.edu\/us-schools-are-not-racially-integrated-despite-decades-of-effort\/","title":{"rendered":"US schools are not racially integrated, despite decades of effort"},"content":{"rendered":"

\"\"
\nNearly seven decades after the U.S. Supreme Court\u2019s unanimous landmark\u00a0Brown v. Board of Education decision<\/a>\u00a0in 1954, the court\u2019s declared goal of integrated education is still not yet achieved.<\/p>\n

American society continues to\u00a0grow more racially and ethnically diverse<\/a>. But many of the nation\u2019s public K-12\u00a0schools are not well integrated<\/a>\u00a0and are instead predominantly attended by students of one race or another.<\/p>\n

As an\u00a0educational sociologist<\/a>, I fear that the nation has effectively decided that it\u2019s simply not worth continuing to pursue the goals of Brown. I also fear that accepting failure could portend a return to the days of the case that Brown overturned, the\u00a01896 Plessy v. Ferguson decision<\/a>. That case set \u201cseparate but equal<\/a>\u201d facilities for different races, including schools and universities, as the national priority.<\/p>\n

The Brown decision was based upon a repudiation of that idea and the recognition that \u201cseparate but equal\u201d was never achieved. I remain convinced it never will be.<\/p>\n

A historic push<\/h4>\n

In many ways, it would be startling to declare the ideal of integrated schooling a lost cause. Integration was so important in 1957 that Republican President Dwight D. Eisenhower\u00a0sent federal troops<\/a>\u00a0to Little Rock, Arkansas, to ensure that nine Black students were safe when they enrolled in the city\u2019s Central High School.<\/p>\n

Despite the federal government\u2019s intervention, in the 1960s and 1970s, many communities across the U.S. experienced\u00a0considerable conflict and even bloodshed<\/a>. Many white citizens actively and violently opposed school integration, which often came in the form of\u00a0court-mandated busing<\/a>\u00a0of Black students to schools in predominantly white neighborhoods.<\/p>\n

Despite the opposition, many Americans\u00a0worked incredibly hard<\/a>\u00a0to make integration happen, and its\u00a0benefits are clear<\/a>: Many American children have experienced enhanced educational opportunities and improved academic success as a result of these efforts.<\/p>\n

Separated, if not segregated<\/strong><\/h4>\n

However, in 2018-2019, the most recent school year for which data is available,\u00a042% of Black students attended majority-Black schools<\/a>, and 56% of Hispanic students attended majority-Hispanic schools. Even more striking, 79% of white students in America went to majority-white schools during the same period.<\/p>\n

Those statistics signal the existence of what is, in fact, a racially separate educational system. But these statistics about race don\u2019t show how common separation by socioeconomic status is in most urban schools throughout the U.S. Low-income Black and Hispanic students are most likely to attend schools where the\u00a0majority of children are poor<\/a>\u00a0and the\u00a0resources available to serve them are inadequate<\/a>.<\/p>\n

Since 2001, education policymakers have made bold promises to close what has been called the \u201cracial achievement gap<\/a>.\u201d Yet they have largely ignored the fact that throughout the nation, poor children of color are most likely to attend schools where they are not only separated by race and class, but where the\u00a0quality of the education they receive is below<\/a>\u00a0that of their white peers.<\/p>\n

Housing and school choices<\/strong><\/h4>\n

Several factors help to explain the degree of race and class separation and educational inequality that is now pervasive in America. To begin with, many communities throughout the United States continue to be characterized by a high degree of racial and socioeconomic separation. However, while residential patterns pose an obstacle, a 2018 study by the Urban Institute found that\u00a0neighborhood segregation does not in itself explain<\/a>\u00a0current patterns of school segregation. The study identified several cities and suburban communities where schools are significantly more segregated than the neighborhoods in which they are located.<\/p>\n

Policies that allow parents to choose which of their district\u2019s public schools their children attend have done little to alter these trends and, in fact, may contribute to the problem. Several studies have shown that\u00a0public charter schools<\/a>\u00a0are\u00a0more likely to be intensely racially divided<\/a>\u00a0than traditional public schools.<\/p>\n

Furthermore, in most major American cities, affluent residents are\u00a0more likely to enroll their children<\/a>\u00a0in private schools than public schools. This includes many affluent parents of color, who often choose to enroll their children in predominantly white independent schools in search of a better education, even when their children\u00a0experience race-related microaggressions and alienation<\/a>.<\/p>\n

In the past 20 years, cities such as\u00a0Boston<\/a>,\u00a0New York<\/a>,\u00a0Denver<\/a>,\u00a0Washington, D.C.<\/a>, and\u00a0Seattle<\/a>\u00a0have seen affluent\u00a0white populations increase<\/a>\u00a0\u2013 but the overwhelming majority of students in those cities\u2019 public schools are from\u00a0low-income Black and Hispanic households<\/a>. Those sorts of racial imbalances have increasingly become the norm.<\/p>\n

Integration can succeed<\/strong><\/h4>\n

When the poorest and most vulnerable children are concentrated into particular schools, it is even more difficult to achieve racial equality in educational opportunity, either through integration as called for by Brown or by pursuing \u201cseparate but equal\u201d as called for by Plessy.<\/p>\n

There is good reason to be concerned. For decades there has been\u00a0consistent evidence<\/a>\u00a0that when schools serve a disproportionate number of children in poverty, they are\u00a0less likely to improve students\u2019 academic success<\/a>.<\/p>\n

The evidence also shows that when Black and Hispanic children attend racially integrated schools, they tend to\u00a0outperform their peers who do not<\/a>. For example, students who have participated in the\u00a0Metco program<\/a>, a voluntary desegregation effort that makes it possible for children of color from Boston to be bused to affluent schools in the suburbs, have\u00a0fared better academically<\/a>\u00a0than their counterparts who remained in Boston\u2019s racially isolated schools. The research doesn\u2019t show whether that is because of the superior resources available in predominantly white suburban schools or the fact that they have parents who are active enough to get them into suburban schools. It may be that both factors play a role.<\/p>\n

A\u00a02018 study<\/a>\u00a0from UCLA found that all the schools that produce significant numbers of Black students who are eligible for admission to the University of California are racially integrated. Unfortunately, the study also found that most Black students in Los Angeles don\u2019t attend integrated schools.<\/p>\n

However, the study also found one notable exception: the\u00a0King\/Drew Health Sciences Magnet High School of Medicine and Science<\/a>\u00a0in the Watts neighborhood of Los Angeles. That school, which serves almost exclusively Black and Hispanic students,\u00a0sends more Black students to the University of California<\/a>\u00a0than any other high school in the state of California.<\/p>\n

At King\/Drew, students have a\u00a0rigorous, enriched education<\/a>\u00a0that includes many honors and\u00a0Advanced Placement courses<\/a>. Those opportunities are the norm at many affluent suburban schools, but they are\u00a0rare at public schools in urban areas<\/a>.<\/p>\n

The scarcity of schools like King\/Drew \u2013 well-resourced and serving a low-income or majority-minority student body \u2013 should serve as a reminder that racially separate schools are rarely equal. When Thurgood Marshall and the NAACP took the Brown case, they knew that\u00a0funding for education generally followed white students<\/a>.<\/p>\n

That was true in 1954, and it is largely true today. A recent study found that nonwhite school districts in the U.S. receive\u00a0US$23 billion less in funding<\/a>\u00a0than predominantly white schools, though they serve the same number of students.<\/p>\n

For this reason, on the occasion of the 68th anniversary of the Brown decision, I believe it is important to remember why and how civil rights and educational opportunity remain so deeply intertwined. Despite its flaws and limitations, the effort to racially integrate the nation\u2019s schools has been and continues to be important given the type of\u00a0pluralistic and diverse nation<\/a>\u00a0the U.S. is becoming. It also plays a central role in the ongoing pursuit of racial equality.<\/p>\n

Author Bio:<\/strong>Pedro A. Noguera is Dean, USC Rossier School of Education at the University of Southern California<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Nearly seven decades after the U.S. Supreme Court\u2019s unanimous landmark\u00a0Brown v. Board of Education decision\u00a0in 1954, the court\u2019s declared goal of integrated education is still not yet achieved. American society continues to\u00a0grow more racially and ethnically diverse. But many of the nation\u2019s public K-12\u00a0schools are not well integrated\u00a0and are instead predominantly attended by students of […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[269064],"coauthors":[11733],"class_list":["post-62825","post","type-post","status-publish","format-standard","hentry","category-education","tag-integration"],"acf":[],"yoast_head":"\nUS schools are not racially integrated, despite decades of effort - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/us-schools-are-not-racially-integrated-despite-decades-of-effort\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"US schools are not racially integrated, despite decades of effort - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"Nearly seven decades after the U.S. Supreme Court\u2019s unanimous landmark\u00a0Brown v. 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