School Integration in the New Jim Crow: Opportunity or Oxymoron?

Horsford, Sonya Douglass

doi:10.1177/0895904818810526

Cited by 41 publications

(39 citation statements)

References 53 publications

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“…While there is a long history of scholarship that has refuted characterizations of Black schools as inherently inferior (D. A. Bell, 2005;Du Bois, 1935;Horsford, 2019;Siddle-Walker, 1996), the most common arguments for school desegregation have positioned Black students, families, and educators -rather than the lack of material resources available to Black schools -as the problem (Dumas, 2016).…”

Section: Belonging In: Race Space and Pathologymentioning

confidence: 99%

“…For these educators, the focus was on integration, rather than diversity, as a means to educational justice. They explicitly rejected the anti-Blackness underlying many arguments for school integration (Dumas, 2016), as well as the resentment, self-interest, and racism that informed many white stakeholders' advocacy of school diversity (Horsford, 2019). An integrated school was not simply a diverse school where everybody feels they can belong; it was a school with resources that belongs to everyone.…”

Section: Freidusmentioning

confidence: 99%

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Modes of Belonging: Debating School Demographics in Gentrifying New York

Freidus

2019

American Educational Research Journal

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This article examines the frameworks that stakeholders bring to debates about diversifying schools in gentrifying areas of New York City. Using critical ethnographic methods, I explore stakeholders’ hopes and fears about the effects of shifting school demographics and the relationships between student demographics and school quality. I find that stakeholders use racialized discourses of belonging to discuss whether, why, and how student demographics matter. These discourses of belonging overlap with perceptions of demographic change as opportunities for integration, fears of gentrification, and threats to individual property. Complicating celebrations of “diversity,” I explore the ways in which race is implicated in considerations of who belongs in a school and to whom a school belongs.

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Section: Belonging In: Race Space and Pathologymentioning

confidence: 99%

Section: Freidusmentioning

confidence: 99%

Modes of Belonging: Debating School Demographics in Gentrifying New York

Freidus

2019

American Educational Research Journal

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“…There is now more political oversight over the field of education than ever before. According to Douglass Horsford (2019), "the same public spaces and institutions that once served as centers of power and domination by Whites hold diminished value as a result of Black entry and participation" (p. 260). After Brown, we see diminished value for public spaces in exchange for the free market, and what is left within the educational public sphere becomes hyper-regulated: by standardized testing, by zero tolerance policies, and by hyper-regulation, illustrating "a critical feature of the New Jim Crow, where the lives of the marginalized are monitored, monetized, and displaced in this confined yet highly visible position" (Douglass Horsford p. 260).…”

Section: The Degradation Of the Teaching Professionmentioning

confidence: 99%

“…Districts serving predominantly Black students, and urban public schools in particular, have been disadvantaged by market-based reforms, which have resulted in the closing of predominantly Black schools, the displacement of Black teachers and administrators, and the "dissolution of Black educational associations, networks, and institutions" (Douglass Horsford 2019 p. 260). Ultimately, Douglass Horsford (2019), argues that Black families were sold a "bill of goods." Under the guise of equality, Black students were assimilated into schools that did not retain teachers with the knowledge of how to care for and demand excellence of their Black students, or care for Black students on an institutional or community level.…”

Section: The Degradation Of the Teaching Professionmentioning

confidence: 99%

Turning White: Co-Opting a Profession through the Myth of Progress, An Intersectional Historical Perspective of Brown v. Board of Education

Martin¹,

Brooks²

2020

Educational Considerations

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Although integrated education is not a panacea, diverse learning environments benefit all students, helping children to develop cross-cultural understanding, lessen bias and prejudice, and promote civic participation (George and Darling-Hammond 2019 para. 1) All our silences in the face of racist assault are acts of complicity-bell hooks 1 Brown v. Board (1954) Between 1939-1940, prior to the Brown decision, white teachers were paid approximately 80% more than their Black counterparts, particularly in segregated states (Beezer 1986). According to Beezer (1986), the "NAACP began its legal efforts to equalize the salaries of black and white teachers in those states that maintained segregated schools" (p. 201). Despite the inequalities of "separate but equal," Black students were, largely, educated in schools with teachers who understood their culture, believed in, cared about, and fought for their success, and served as role models and mentors, while being subjected to substandard facilities, materials, and resources. The Brown decision was an implicit reversal of Plessy v. Ferguson (1896), which upheld the constitutionality of segregation based upon race for public facilities, so long as "separate but equal" facilities were in place. Brown effectively found that Plessy's "separate but equal" doctrine within educational facilities was unconstitutional. The Brown decision argued that Black children were inherently harmed by segregation, and that their separation from white children contributed to low self-esteem that would follow them for their entire lives. According to Howie (1973), the Brown court argued for several "intangible" factors, such as the damage that educational segregation causes Black children: To separate them from others of similar age and qualifications solely because of their race generates a feeling of inferiority as to their status in the community that may affect their hearts and minds in a way unlikely to ever be undone. (Brown v. Board of Education 1954) Influential to the Brown decision was the Clarks' doll experiments of the 1940s. Kenneth (1914-2005) and Mamie (1917-1983) Clark were a married team of African American psychologists, active in the civil rights movement, and perhaps most famous for using dolls to assess children's feelings about race. As cited in the Brown decision:

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“…Simply put: more Black and Latino teachers and administrators in a school means more Black and Latino students in gifted programs; in fact, Grissom et al (2017) indicates that a "critical mass" of educators of color are necessary for higher representation to occur (p. 396). These observations, moreover, remind us that desegregation post-Brown had the harmful consequences of putting caring and competent Black teachers and administrators out of work, which in turn led to White teachers exercising the implicit biases that in part exclude students of color from gifted tracks (Horsford, 2019;Walker, 2013). To fully understand the effects of these patterns, it is important to examine the literature on the relationship between individual teacher effectiveness and student achievement.…”

Section: Second-generation Segregation: Ability Grouping and Resourcementioning

confidence: 99%

Segregation within integrated schools: Racially disproportionate student-teacher assignments in middle school

Benson

Bryant

Gezer

2020

EPAA

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Racial segregation has been an ongoing issue in American education and one of the leading contributors to the racial achievement gap. Prior to the Brown v. Board decision of 1954, Black Americans were legally relegated to substandard schools and educational opportunities. Post-Brown, racial segregation continues to manifest as a result of de facto segregation and second-generation segregation. Moreover, the predominantly White teaching force – a negative consequence of desegregation – has been linked to poorer outcomes for Black and Latino students. Our study examines trends in racially disproportionate assignment of Black and Latino students to less experienced teachers than their White counterparts. Specifically, our analysis illustrates statistically significant trends in the assignment of less experienced teachers to Black and Latino students in middle school math over several years. This analysis contributes to the recent research phenomenon of measuring the cumulative pattern of racially disproportionate teacher-student assignments over time as a particularly effective means of understanding the effects of systematic and sustained inequalities on academic achievement. Across several grades and content areas of instruction, we found that the race of students was related to the teaching experience of their teachers. Our findings illustrate the negative impacts of racial segregation on students of color and supports the need for more intervention and administrative intentions regarding teacher-student assignments and racial equity in schools.

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School Integration in the New Jim Crow: Opportunity or Oxymoron?

Cited by 41 publications

References 53 publications

Modes of Belonging: Debating School Demographics in Gentrifying New York

Modes of Belonging: Debating School Demographics in Gentrifying New York

Turning White: Co-Opting a Profession through the Myth of Progress, An Intersectional Historical Perspective of Brown v. Board of Education

Segregation within integrated schools: Racially disproportionate student-teacher assignments in middle school

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