New Patterns of Segregation: Latino and African American Students in Metro Atlanta High Schools

Tarasawa, Beth

doi:10.18737/m7bc8g

Cited by 7 publications

(4 citation statements)

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“…The most stable desegregation efforts have the greatest reach by including the city-center and suburban school districts (Orfield & Eaton, 1996). As Clayton County public school district's dramatic racial turnover demonstrates, older suburbs can face relatively fast racial resegregation in schools in tandem with significant changes in their housing markets (Tarasawa, 2009). Atlanta-area public high school racial enrollment patterns and geographic expansion projections point to greater levels of African American enrollment in the outer suburbs and growing numbers of Latinos in the northern suburbs (see Kruse, 2005).…”

Section: Discussionmentioning

confidence: 99%

“…Schools are experiencing significant racial shifts but are becoming more segregated for both Latinos and Blacks. Although African Americans remain slightly more isolated than Latinos in many Atlanta-area school districts, isolation rates have increased for both groups over the past 15 years (Tarasawa, 2009). In a variety of ways, the legacy of housing discrimination continues to shape neighborhoods, and therefore the public schools.…”

Section: Introductionmentioning

confidence: 99%

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Live and Learn? Contradictions in Residential Patterns and School Demographics

Tarasawa

2011

Education and Urban Society

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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

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Live and Learn? Contradictions in Residential Patterns and School Demographics

Tarasawa

2011

Education and Urban Society

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“…Yet another factor contributing to school-level racial segregation are the over-representation of white students in Georgia's private schools (Monardo, 2019). The growing numbers of Latinx students in the metro area also attend segregated schools, though a lower proportion than Black students (Tarasawa, 2009). Additionally, the acceleration of the cityhood movement, which means that seceding cities take betterfunded amenities including schools with them (Mock, 2018), contributes to metro-wide school segregation patterns.…”

Section: The Case Of Atlantamentioning

confidence: 99%

The Politics of Fair and Affordable Housing in Metropolitan Atlanta: Challenges for Educational Opportunity

DeBray¹

2021

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The effects of residential and educational segregation are mutually reinforcing. Nikole Hannah-Jones (2015) writes, "More than 20 years of research has implicated residential segregation in virtually every aspect of racial inequality, from higher unemployment rates for African Americans, to poorer health care, to elevated infant mortality rates and, most of all, to inferior schools" (para 15). Educational policies are shaped by housing policy decisions. Measures such as the construction of affordable housing may affect where policymakers situate schools, whereas local school policies shape residential segregation through school siting decisions that affect homebuyers' decisions (Holme, 2002;Rothstein, 2017). Historically, education and housing policies have not been coordinated, though they are mutually interdependent (Rusk, 2008). Furthermore, as Haberle & Tegeler (2019) write, "Segregation concentrates the effects of discrimination and disinvestment, while sequestering financial and social capital, in both neighborhoods and schools" (p. 955). With more affordable housing measures being enacted around the country, a vital question is: How will the issues of educational policy be included and defined in the public sector? Understanding the politics of community engagement and problem definition can ultimately be useful to designing better policies across education and housing. Review of Literature: Housing Affordability, Residential Segregation, and EducationalOpportunity Before turning to housing and education policy linkages, it is important to specify that the particular policies I focus on in this paper are a subset of the much larger universe of housing policies in the United States. These include lending and mortgage policies, tax codes for developers, public housing, and subsidies such as vouchers for low-income renters like the Section 8 assistance program (Schwartz, 2015). I am concerned with the broad category of "programs and policies designed to help low-income and other disadvantaged individuals and households access decent and affordable housing" (Schwartz, 2015, p. 1). The 1968 Fair Housing Act prohibits discrimination in the sale, rental, and financing of dwellings-and other real estate-related transactions-because of race, color, religion, sex, familial status, national origin, 1 The author wishes to thank the Spencer Foundation for its support of this work through the Midcareer Fellowship Program in 2019-2020; Dr. Dan Immergluck of the Urban Studies Institute of Georgia State University for his mentorship on housing policy during the Fellowship; Drs. Jennifer Jellison Holme and Kara Finnigan for comments on drafts of the manuscript; and Dr. Sara Patenaude for access to HouseATL's policy committee and introductions to interviewees.

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“…As Rothstein discusses, residential segregation that resulted from racialized housing policies has fundamentally shaped contemporary patterns of school segregation within and between districts (see, for example, Frankenberg, 2013;General Accounting Office [GAO], 2016;Rivkin, 1994). U.S. schools are becoming increasingly segregated (Tarasawa, 2009). For instance, from 2000 to 2014, the percentage of schools that were composed of predominantly Black or Hispanic students grew from 9% to 16% (GAO, 2016;Darling-Hammond, 2018).…”

Section: School Segregationmentioning

confidence: 99%