“The Most Insidious Legacy”—Teaching About Redlining and the Impact of Racial Residential Segregation

Pearcy, Mark

doi:10.1080/19338341.2020.1759118

Cited by 19 publications

(12 citation statements)

References 8 publications

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“…Federal Housing Association policy of redlining, and the systematic denial of credit or insurance to citizens on the basis of race. African Americans in urban areas were not given the opportunity to move into suburban neighborhoods, essentially creating the segregated neighborhoods that exist today (Pearcy, 2020). Since property taxes are tied to school quality and access to educational resources, policies that were deemed illegal in the post-civil rights era continue to have residual effects decades later as it relates to residential segregation.…”

Section: Limitations and Directions For Future Researchmentioning

confidence: 99%

Determinants of Black families’ access to a community‐based STEM program: A latent class analysis

et al. 2021

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The purpose of this study was to uncover determinants of Black families' access to STEM enrichment, specifically focusing on I AM STEM-a community-based program. Our research examined the association between class membership and how families learned about I AM STEM, to provide a more nuanced understanding about how family dynamics influence Black parents' access to educational enrichment programs for their children. This study draws from Bronfenbrenner's (1979) ecological systems theory (EST) and Coleman's (1988) definition of social capital to explore the ways in which Black families across socioeconomic backgrounds access and use the communitybased STEM program. A latent class analysis was employed to identify determinants based on specific predictors (e.g., parents' highest level of education, free/reduced lunch status, and grade level of registered children). The latent class model extracted three distinct classes. Our findings revealed that all parents were likely to enroll their elementary-aged children, but the likelihood of enrolling middle or high school children increased with parents who were college educated. This study also uncovered thatThis is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

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Section: Limitations and Directions For Future Researchmentioning

confidence: 99%

Determinants of Black families’ access to a community‐based STEM program: A latent class analysis

et al. 2021

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“…Redlining refers to a suite of discriminatory early 20 th century policies that impeded home ownership for Black Americans and other people of color (Gaspaire, 2012). In practice, these policies prioritized the housing needs of White families that ranged from mid to lower range on the socioeconomic spectrum (Pearcy, 2020). Maps were created in every JME 15,2 metropolitan area to indicate where the White and Black areas were located.…”

Section: Competing Forces In School Compositionmentioning

confidence: 99%

Educators’ experiences as K-12 students and efficacy for teaching in diverse schools

DeSantis

Christopher

2021

JME

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Purpose Significant differences exist in the racial composition of America’s student and teacher populations. This reality is compounded by the racial re-segregation patterns affecting many schools and systems in the USA. These trends make it increasingly less likely that educators encounter racial diversity during their experiences as K-12 students and more likely that they encounter racial diversity as educators. This paper aims to present the results of a study designed to explore the consequences of this reality on those educators’ abilities to successfully reach their students? Design/methodology/approach The present study used a quantitative exploratory design. Data were analyzed to determine if educators’ experiences as K-12 students affected their present self-efficacy for teaching in diverse classrooms, their self-efficacy for using culturally responsive techniques, and their confidence in the merits of deploying these approaches in classrooms. Findings Data from the present study suggest that educators whose school experiences included significant interactions in racially diverse settings are significantly more likely to possess a higher level of self-efficacy than those who do not. Originality/value This study illuminates an unexplored consequence of school resegregation and lends support for efforts to diversify the teaching force and resist school resegregation.

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“…I amerikansk kontekst har strukturell rasisme, som vi vet, en saerskilt historie, ikke minst på helt konkrete måter. Ett eksempel gjelder hvem som kunne bo hvor i amerikanske byer, basert på hudfargered lining, noe man fortsatt kan spore følgene av enkelte steder (Pearcy, 2020). Det er segregering satt i system med langvarige sosioøkonomiske konsekvenser.…”

Section: Strukturell Rasisme Og «Red Lining»unclassified

Om å få høre til: en noe avventendeog lavmælt tilnærming til rasialisering

Erdal

2021

TfS

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“The Most Insidious Legacy”—Teaching About Redlining and the Impact of Racial Residential Segregation

Cited by 19 publications

References 8 publications

Determinants of Black families’ access to a community‐based STEM program: A latent class analysis

Determinants of Black families’ access to a community‐based STEM program: A latent class analysis

Educators’ experiences as K-12 students and efficacy for teaching in diverse schools

Om å få høre til: en noe avventendeog lavmælt tilnærming til rasialisering

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