Live and Learn? Contradictions in Residential Patterns and School Demographics

Abstract

Educational and sociological scholars frequently debate how racial dynamics between neighborhoods and their public schools can maintain or exacerbate educational inequality. Drawing on secondary data from the Georgia Department of Education, 2000 Census Bureau, and attendance boundaries for metro Atlanta public high schools, this study investigates the following: To what degree do Atlanta-area racial and ethnic segregation patterns in public secondary schools reflect those in residential catchment areas? I find that in areas with the greatest racial heterogeneity and the greatest potential for diversity in educational settings, the public schools least reflect the racial composition of the neighborhoods. These results can inform policy makers and administrators on neighborhood and school-level factors which have implications for minimizing ethnoracial differences in education. Keywords education policy, social justice, urban educationIn the Souls of Black Folk, W. E. B. Dubois characterized Atlanta as "South of the North, yet north of the South, lies the City of a Hundred Hills, peering out Articles

Racing the Muslim: Strategies for Teaching Race and Ethnic Studies in the Education Curriculum

“…As CRT alongside Ethnic Studies have historically developed self-awareness and given students the tools for political action, teaching race in the education curriculum must attend to the lived experiences of race for the growing Muslim immigrant communities, African American Muslims, communities of color interpellated as Muslim, and Muslim refugee communities in the U.S. college classroom. Teaching race by invoking only the Black-White binary limits theorizing the ever-expanding and dynamic nature of the White/ non-White binary and its corresponding racisms (Tarasawa 2012(Tarasawa , 2013Khoshneviss, 2018Khoshneviss, , 2019.…”