The Intersectionality of Educating Black Students in Michigan: Public School Finance, Racial Segregation, and Housing Policy

2021 ◽  
Author(s):  
Phillip Caldwell II ◽  
Jed T. Richardson ◽  
Rajah E. Smart ◽  
Meaghan Polega
Keyword(s):  
Public Schools ◽  
Critical Race Theory ◽  
Black Students ◽  
Housing Policy ◽  
School Finance ◽  
Local Property ◽  
White Student ◽  
Structural Racism ◽  
Percentage Point Increase ◽  
Property Wealth

This research investigates Michigan’s system for funding public schools, particularly for Black students, via critical race theory, focusing on structural racism and discrimination embedded in education finance laws, housing policies, and residential and educational segregation. Our research questions are (i) How does district per-pupil funding in Michigan vary by race and income? (ii) Does variation by race and income depend on whether funding is from state or local sources? (iii) How does district property wealth in Michigan vary by race and income? and (iv) How does the proportion of property wealth Michigan districts commit to local education funding vary by race and income? We find that the average Black student receiving free or reduced-price lunch (FRL) receives $411 less per pupil than the average White student receiving FRL and $783 less per pupil than the average White student who does not receive FRL. These disparities stem entirely from differences in locally sourced district revenues that are the result of vast differences in property wealth. On average, a one-percentage-point increase in a district’s proportion of Black students receiving FRL is associated with a $2,354 decrease in taxable value of property per pupil, implying that a district with all Black students receiving FRL would have $235,400 less taxable value per pupil than a district with no Black students receiving FRL. Through its continued reliance on local property taxation, the school finance system in Michigan is just another example of how laws and policies reinforce structural racism and discrimination against Black students. This study can discern a self-reinforcing system that relegates Blacks to a subordinate socioeconomic status regarding school finance, segregation and housing policy, and discrimination.

scholarly journals Black (Gifted) Joy: A Critical Race Theory Perspective

2021 ◽  
Author(s):  
Angela Novak
Keyword(s):  
Critical Race Theory ◽  
Black Students ◽  
Real World ◽  
White Supremacy ◽  
Critical Race ◽  
Gifted Programs ◽  
Race Theory ◽  
Structural Racism ◽  
The World ◽  
Theoretical Question

This article presents a theoretical question: what is giftedness, but an expression of Black joy? This is presented with relevant real-world examples and #BlackVoices through youth poetry. The framework of critical race theory is used as a lens, to situate the world in which Black joy is found. The author argues that this manifestation, situated within the structural racism ever present in the system of education, has the unfortunate impact of igniting educators’ anti-blackness, resulting in the missingness (Gentry et al., 2019) of gifted Black students from gifted programs and services. The author delves into constructs of white supremacy, white rage, and antiblackness as the foundational concepts that contribute to this missingness, using research and more youth poetry to substantiate the claims. #BlackVoices are featured throughout, as emic perspectives, giving voice, heart, soul, and joy to the research, the words on the page.

The Closing Door

2016 ◽  
Vol 60 (4) ◽  
pp. 747-767 ◽  
Author(s):  
Maria Paino ◽  
Rebecca L. Boylan ◽  
Linda A. Renzulli
Keyword(s):  
Public Schools ◽  
Critical Race Theory ◽  
Charter Schools ◽  
Black Students ◽  
Charter School ◽  
Educational Inequality ◽  
School Closure ◽  
Traditional Schools ◽  
Racial Equity ◽  
Traditional Public Schools

Charter schools are promoted by policy makers and advocates as a way to reduce educational inequality. Charter schools tend to enroll higher proportions of black students than do traditional public schools. However, the accountability function of charter schools means that these schools are also more likely to close than traditional public schools. A high incidence of closure can lead to educational instability with students moving in and out of charter schools and traditional schools. We use critical race theory to build on prior work, examining the factors that may promote or constrain charter school closure. Specifically, we ask, how do the racial demographics of a charter school affect its likelihood of closure? Our findings reveal that as the proportion of black students in a charter school increases, so too does its likelihood of closings. Our work suggests that the promotion of charter schools as avenues of racial equity may be misleading.

Reversing the gaze on race, social justice, and inclusion in public librarianship

2021 ◽  
pp. 1-16
Author(s):  
Amber Matthews
Keyword(s):  
Critical Race Theory ◽  
Public Libraries ◽  
Public Library ◽  
Structural Racism ◽  
The Public ◽  
Race And Class ◽  
The Gaze ◽  
Socially Constructed ◽  
Historical Times ◽  
Diversity Studies

While contemporary revisionist narratives frame the public library as a benevolent and neutral community resource, it has existed for over two centuries and has a deeply shaded past. Particularly, public libraries played key roles in projects tied to the industrialist mission of states and the education of select social groups during key historical times. In no uncertain terms, these were inherently racist and colonial projects in which libraries helped proffer socially constructed and politically motivated ideas of race and class. This work draws on relevant and important work in anti-oppression studies, Black studies, critical diversity studies, and Critical Race Theory (CRT) to trouble contemporary revisionist perspectives in public librarianship to show how they further entrench monocultural normativity and structural racism. It also draws on scholarship in anti-racism studies to reimagine possibilities for public librarianship that genuinely reflect its core values of equity and justice.

They #Woke: How Black Students in an After-School Community-Based Program Manifest Critical Consciousness

2021 ◽  
Vol 123 (1) ◽  
pp. 1-38
Author(s):  
V. Thandi Sulé ◽  
Michelle Nelson ◽  
Tiffany Williams
Keyword(s):  
Critical Race Theory ◽  
Black Students ◽  
Youth Development ◽  
Critical Consciousness ◽  
Black People ◽  
Black Youth ◽  
Black Americans ◽  
Primary Data ◽  
After School ◽  
Community Based

Background/Context Though Black Americans have long suffered under racial tyranny, they have made valiant efforts to subvert policies and practices that encroach on their humanity. Nevertheless, systemic racism has been virtually unyielding—creating both racial hierarchies and disparities in access to resources and wellness. Programs designed to address the condition of Black people, particularly Black youth, often employ deficit or dysfunctional logic, thereby ignoring the sociohistorical context in which Black youth navigate. Furthermore, not enough attention is given to the ways that culturally centered approaches ignite critical consciousness among Black youth in ways that are aligned with the tradition of the Black American abolitionist mindset. Purpose We build on the discourse on community-based youth programs and critical consciousness development by using frameworks that elevate race and culture in analyzing how Black youth make sense of their racialized experiences. Additionally, our explication challenges the overriding deficit focus of Black youth experiences within and outside school contexts by providing a nuanced view of Black youth agency. Research Design With critical race theory as the epistemic foundation, this study sought to foreground counternarratives among youth participants of a culturally centered, community-based program. Thus, we used semistructured interviews as our primary data source. Using a three-stage analytical process, we sought to understand if and how critical consciousness manifests within this youth community. Conclusions/Recommendations The study demonstrates the value of foregrounding African American culture and history to fortify the values of collectivism, self-determination, purpose, responsibility, empowerment, creativity, and faith among Black youth. The authors propose that educators collaborate with community-based Black culture and youth development experts to support dialogical, student-centered spaces that impart culturally centered knowledge about Black Americans. Furthermore, the authors advocate for professional development in asset-based pedagogies as a means to enhance belongingness among Black students.

scholarly journals Some pennies are more equal than others: Inequitable school facilities investment in San Antonio, Texas

2019 ◽  
Vol 27 ◽  
pp. 16 ◽  
Author(s):  
Marialena D. Rivera ◽  
Sonia Rey Lopez
Keyword(s):  
School District ◽  
School Districts ◽  
School Finance ◽  
San Antonio ◽  
Qualitative Interviews ◽  
Educational Facilities ◽  
District Leaders ◽  
School District Leaders ◽  
Property Wealth ◽  
State And Local

In Texas, local taxpayers fund the majority of educational facilities construction and maintenance costs, with local wealth influencing facilities outcomes. The traditional school districts that comprise the predominantly Latino and segregated San Antonio area vary considerably in property wealth as well as district capacity and expertise. We conducted an analysis of 12 San Antonio area school districts to address the questions: 1) To what extent do state and local investments vary by district? 2) How do district actions and constraints affect facilities quality and equitable investment? Methods include descriptive quantitative analysis of facilities investment data and qualitative interviews with school district leaders, staff, and school finance experts. Examining Texas school finance data demonstrated the variance in school district investments in educational facilities. Despite some districts with lower property wealth exerting higher levels of tax effort, they were able to raise less money per student for educational facilities through interest and sinking taxes. Interview findings revealed that several districts acknowledge lacking the capacity to maintain high-quality facilities for all students. Respondents frequently criticized current state policies and funding for educational facilities as inadequate, inequitable, and inefficient and expressed a need for policy improvements in an era of increasing state disinvestment.

scholarly journals A Content Analysis Of The Ontario Ministry Of Education's Memorandum PPM No.119: Developing And Implementing Equity And Inclusive Education Policies In Ontario Schools

2021 ◽  
Author(s):  
Natalie Royer
Keyword(s):  
Early Childhood ◽  
Content Analysis ◽  
Critical Race Theory ◽  
Black Students ◽  
Inclusive Education ◽  
Parent Engagement ◽  
Ministry Of Education ◽  
Children And Families ◽  
Race Theory ◽  
Education Policies

Ontario schools have been criticized for maintaining inequitable practices and environments. To combat this inequity, the Ontario Ministry of Education created the PPM No.119: Developing and Implementing Equity and Inclusive Education Policies in Ontario Schools (Ontario Ministry of Education, 2009). In this study, I undertake a content analysis of the policy focusing on the words ‘race’ and ‘parents’ in order to explore whether or not racialized children and families, specifically the Black community, may benefit from this policy. Critical Race Theory and a parent engagement framework guided my analysis. The results indicated that this policy may actually exclude students and families, particularly Black students and families, as opposed to creating more equitable and inclusive opportunities. Recommendations are made for promoting anti-racist practices by early childhood educators and teachers and working toward ensuring the accountability of administrators.

Restorative for All? Racial Disproportionality and School Discipline Under Restorative Justice

2021 ◽  
pp. 000283122110626
Author(s):  
Miles Davison ◽  
Andrew M. Penner ◽  
Emily K. Penner
Keyword(s):  
Public Schools ◽  
Black Students ◽  
Restorative Justice ◽  
School Discipline ◽  
Student Discipline ◽  
Exclusionary Discipline ◽  
Difference In Difference ◽  
Racial Equity ◽  
Racial Disproportionality ◽  
Suspension Rates

A growing number of schools are adopting restorative justice (RJ) practices that de–emphasize exclusionary discipline and aim for racial equity. We examine student discipline as RJ programs matured in Meadowview Public Schools from 2008 to 2017. Our difference–in–difference estimates show that students in RJ schools experienced a profound decline in their suspension rates during the first 5 years of implementation. However, the benefits of RJ were not shared by all students, as disciplinary outcomes for Black students were largely unchanged. While the overall effects of RJ in this context are promising, racial disproportionality widened. Our results suggest that the racial equity intentions of RJ may be diluted as schools integrate RJ into their existing practices.

The Threat of Downward Assimilation Among Young African Immigrants in U.S. Schools

2019 ◽  
pp. 330-354 ◽  
Author(s):  
Immaculee Harushimana ◽  
Janet Awokoya
Keyword(s):  
Public Schools ◽  
Critical Race Theory ◽  
Immigrant Youth ◽  
Secondary Data ◽  
African Immigrants ◽  
Federal State ◽  
Segmented Assimilation ◽  
School Communities ◽  
School Settings ◽  
Intervention Measures

This chapter presents research implications geared toward preventing the downward assimilation trend prevailing among young African immigrants in US public schools. Secondary data from three qualitative studies of integration and adaptation processes of African-born immigrant youth in urban school settings helped identify signs of downward assimilation, especially among males. Salient signs of this trend include low academic achievement, gang inclination, and defiance towards authority. Four major theories—segmented assimilation, socio-ecological theory, intersectionality, and critical race theory—served as framework for the analysis of the risk factors that may lead young African immigrants to follow the downward assimilation path. The analysis reveals the need for intervention measures at the federal, state, and school levels to reduce the vulnerability of non-predominant minority youth in US school settings and the moral responsibility of school authorities to ensure their welfare. Recommended preventive measures include (1) educating immigrant families and school communities; (2) encouraging collaboration and dialogue between African community organizations, school administration, and policymakers purported at creating a favorable school climate for the marginalized African immigrant youth; (3) increasing intervention measures, such as school-community mediation and political representation.

Critical Race Theory for Speech-Language Pathology

2021 ◽  
pp. 84-104
Author(s):  
Chelsea Privette
Keyword(s):  
Critical Race Theory ◽  
Language Ideology ◽  
Theory Approach ◽  
Critical Race ◽  
Speech Language Pathology ◽  
Race Theory ◽  
Structural Racism ◽  
Communities Of Color ◽  
Language Pathology ◽  
Systems Of Domination

Race has yet to be discussed as a significant factor in the field of speech-language pathology. Race is often conflated with nonmainstream dialects and discussed in purely linguistic terms. However, the terms we use to describe dialects are highly racialized, centering white mainstream norms and treating nonmainstream varieties of English as “different” and, therefore, inferior. Hierarchical thinking about language contributes to the misdiagnosis in Black and other communities of color because racialized language ideologies have been left unstated. This chapter demonstrates through a critical race theory approach how structural racism shapes the field's conceptualization of language and competence. Using an intersectional lens in particular, this chapter discusses race, disability, and language ideology as systems of domination that compound the effects of racism for communities of color. CRT is then used to reveal, critique, and intervene on the historically embedded racist structures that continue to manifest in speech-language pathology research, teaching, and practice today.

An Armageddon of Righteousness

2021 ◽  
pp. 167-202
Author(s):  
Zoë Burkholder
Keyword(s):  
Public Schools ◽  
Black Students ◽  
Restorative Justice ◽  
Strong Support ◽  
School Integration ◽  
Racially Diverse ◽  
Qualified Teachers ◽  
Inclusive Schools ◽  
School Financing ◽  
The City

Chapter 5 documents a new and transformative vision of school integration that blended Black nationalist ideals of self-determination with the goal of racially diverse and inclusive schools. Black educational activists maintained that for all of its challenges, integration was the single most effective way to guarantee equal school financing, qualified teachers, advanced courses, and adequate facilities for Black students. This chapter considers two districts where Black educational activists successfully fought for and won integrated schools: the suburban town of Montclair, New Jersey, and the city of Hartford, Connecticut. It also locates strong support for separatism in the form of Afrocentric public schools, which became popular again in the early 1990s. The struggle for northern school integration remains in flux and unresolved—but many Black educational activists continue to advocate for schools that are racially diverse and committed to nurturing and affirming Black identities in institutions with explicit restorative justice frameworks.

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