two sides of same coin: the relationship between school and housing segregation genevieve...
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Two sides of same coin:The relationship between school and housing
segregation
Genevieve Siegel-HawleyVirginia Commonwealth University
“Parents, researchers, courts and others interested in school desegregation…have noted almost unanimously that school segregation and residential segregation are inextricably linked” (Denton, 1996, p. 795).
[In Raleigh and elsewhere] school policy and housing markets shaped each other so extensively that a line cannot be drawn between them (Benjamin, 2010, p. 227).
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Flow of presentation
• Why school segregation matters• How the reciprocal school-housing
relationship works• Outcomes flowing from the reciprocal
relationship• General principles for leveraging the
relationship to promote integration
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Separate is still unequal• Racially segregated, high poverty schools linked to:• Lower graduation rates • Significantly lower academic achievement• Fewer highly qualified teachers • High rates of teacher turnover • Less motivated peers • Diminished access to high quality curricula like AP
courses• Inadequate facilities and material resources • Lower levels of community and parental
involvement
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Benefits of well-designed diverse schools
• Academic—higher achievement, higher graduation rates, heightened critical thinking skills, more complex problem solving, better discussions and high quality curricula
• Social—more cross-racial friendships, less likely to stereotype, reductions in prejudice
• Civic—more engaged citizens, better prepared for socially cohesive, democratic society
• Long term—perpetuation effects across life cycle
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DYNAMICS OF SCHOOL-HOUSING RELATIONSHIP
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School-related boundaries are the foundation of the relationship
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Boundary lines, names and signals (Pearce, 1980; Orfield, 2001; Weiher, 1992)
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I heard it through the grapevine
• Word of mouth spreads school reputations through informal networks of families, friends, acquaintances (Holme, 2002; Lareau, 2014; Roda & Wells, 2013; Rhodes & Deluca, 2014)
• For white, middle class families, reputations tightly linked to racial and socioeconomic makeup of schools and districts (Holme, 2002; Lareau, 2014)
• Simplistic school labeling systems (like A-F) make it much easier to communicate coded information about race/class (Dougherty, 2012)
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Sounds like…
• “I remember when we were looking and I would say [that] we’re looking in this area and people would go, ‘yeah that’s a good school.” And I don’t even know what they know, but they probably just heard that’s a good school.” (Holme, 2002, p. 191)
• “We didn’t even look [for houses] there because the schools . . . they’re just bad. Everybody we know who lives in [that area], they all send their kids to private school.” (Holme, 2002, p. 193)
• “We just can’t move there. It’s far and the schools are all Cs and Ds…lots of poor kids.”
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Looks like…
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And…
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One more thing…
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Kidding. By contrast…
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This is the last one…really.
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OUTCOMESHousing Policy is School Policy, and Vice Versa
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Housing policy is school policy (Schwartz, 2010)
• Montgomery, Maryland’s inclusionary zoning policy (decades-long requirement for developers to set aside 15% of new developments for low income families)
• Extra resources for high poverty schools ($2000 more per student)
• Which group of kids did better: low-income students attending high-opportunity schools because of the housing policy or low-income kids attending high poverty schools with extra resources?
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Heather Schwartz (2010). Housing Policy is School Policy. Washington, DC: Century Foundation.
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1990
2000
2010
White-Black/Black-White
0.00
0.20
0.40
0.60
0.80
Richmond-Henrico-Chesterfield
SchoolsBlock Groups
1990 2000 2010White-Black/Black-White
0.00
0.10
0.20
0.30
0.40
0.50
0.60
0.70
0.80
Louisville-Jefferson County
Dis
sim
ilari
ty In
dex
School policy is housing policy (Siegel-Hawley, 2013; M. Orfield, 2015)
Source: NCES’ CCD, 1992-1993, 1999-2000, 2008-2009; U.S. Census SF3, 1990, 2000, 2010.
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Dynamics of Metropolitan School Desegregation Policy
• Few boundaries, similar reputations/labels; signals fade
• Perpetuation theory (Wells & Crain, 1994; Mickelson, 2011)
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GENERAL PRINCIPLES
Leveraging the school-housing relationship to promote diversity and reduce segregation
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What should we do?• School policies– Bridge boundary lines and desegregate – Magnet schools– Nuanced school evaluation
• Housing policies– Fair share affordable housing throughout regions– Inclusionary zoning– Stabilize gentrifying neighborhoods
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Above all, though, we need to bring the school and housing
worlds into conversation with one another. Happens very rarely.
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What would it look like to have a coordinated approach to school and
housing segregation?