Student Experience Outcomes in Racially Integrated Schools: Looking Beyond Test Scores in Six Districts

In this study, we examine eight social and emotional outcomes (e.g., student engagement, sense of belonging) analyzing differences for students who attend racially diverse schools. Drawing on survey responses from roughly 26,000 students, we find that racially diverse schools are associated with more positive social and emotional outcomes for all students. Strikingly, we find that these outcomes are most uniformly positive among white students, whose families have long represented the strongest opposition to systematic racial desegregation. In light of these results, this study has implications for educators, advocates, researchers, and policy makers during a time of renewed attention to school integration.

Nash Equilibria on (Un)Stable Networks

In response to a change, individuals may choose to follow the responses of their friends or, alternatively, to change their friends. To model these decisions, consider a game where players choose their behaviors and friendships. In equilibrium, players internalize the need for consensus in forming friendships and choose their optimal strategies on subsets of k players—a form of bounded rationality. The k‐player consensual dynamic delivers a probabilistic ranking of a game's equilibria, and via a varying k, facilitates estimation of such games. Applying the model to adolescents' smoking suggests that: (a) the response of the friendship network to changes in tobacco price amplifies the intended effect of price changes on smoking, (b) racial desegregation of high schools decreases the overall smoking prevalence, (c) peer effect complementarities are substantially stronger between smokers compared to between nonsmokers.

“What’s Happened to the People?” Gentrification and Racial Segregation in Brooklyn

This article explores the relationship between gentrification and racial segregation in Brooklyn, New York with an emphasis on Black Brooklyn. With more than 2.6 million residents, if Brooklyn was a city, it would be the fourth largest in the USA. Brooklyn is the home of approximately 788,000 Blacks with almost 692,000 of them living in an area that historian Harold X. Connolly has called Black Brooklyn. In recent decades, large portions of Brooklyn, including parts of Black Brooklyn have been gentrifying with sizable numbers of whites moving to traditionally Black neighborhoods. One would anticipate racial segregation to be declining in Brooklyn and especially in the areas that are gentrifying. However, this expectation of racial desegregation appears to be false. While there are declines in indices of racial segregation, these declines are frequently marginal, especially when the increase in the number of whites in Black neighborhoods is taken into consideration. At the same time, gentrification has contributed to the displacement or replacement of thousands of long-term African American residents from their homes. This persistence of racial segregation in a time of gentrification raises many questions about the two processes and the effects that they have on African Americans.

Who’s the Bigot?

This chapter uses two advice columns, fifty years apart, to introduce the argument that the increasing turn to the language of bigotry poses puzzles that demand attention. Despite evident agreement that bigotry in all its forms is wrong and contrary to national ideals, political battles in the United States over “calling out” bigotry are fraught and polarizing; people disagree over bigotry’s forms. Conflicts during the 2016 presidential election and the Trump presidency provide examples. The chapter introduces several puzzles about bigotry that later chapters will address by analyzing controversies over interfaith, interracial, and same-sex marriage; racial desegregation; and civil rights laws. That study reveals recurring patterns of argument. The chapter also contends that past examples of bigotry on which there is now consensus—such as anti-Semitism and racism—inform judgments about newer forms, as in the constitutional conflicts over same-sex marriage and conscience-based objections to civil rights laws.

Loving Gorillas: Segregation Literature, Animality, and Black Liberation

Deeply rooted racial logics of Western culture have long used animal metaphors and affiliations as a method for negatively coding the species permeability between black people and nonhuman animals. Responsively, many black cultural producers have sought to acquire access to the category of the human by crafting narratives that shuttle black being away from the animal. Rejecting both negative affiliations and shifting away from the animal, this article explores the movement toward the animal in black segregation-era literature. I argue that animals and animal care in Richard Wright’s Black Boy and primate liberation in Gwendolyn Brooks’s Maud Martha provide new modes of imagining black humanism on the cusp of US racial desegregation.

THE AMERICAN DREAM, MELTING POT AND REGIONAL KNOWLEDGE STOCK AS DRIVERS OF ENTREPRENEURIAL ACTIVITY

We explore whether the generally construed positive effects of intergenerational upward mobility and racial desegregation, under increasing local knowledge stocks, are positively associated with regional entrepreneurial activity. We find the opposite association in a sample of 2,717 US counties. Our results imply that, when county-level knowledge stocks are high, the American Dream (of greater intergenerational upward mobility) and the American Melting Pot (of lower racial segregation) appear, at a minimum, to be not associated with greater entrepreneurial activity. The results are robust to a variety of alternate specifications. For example, when Metropolitan Statistical Area data are used in lieu of county-level data, the results are broadly consistent with those in the main results.

HANNAH ARENDT E A QUESTÃO NEGRA NA DESSEGREGAÇÃO DA ESCOLA DE LITTLE ROCK, 1957

RESUMO. O objetivo deste artigo é discutir o caso de dessegregação racial educacional acontecido na capital do Arkansas, Little Rock, nos Estados Unidos da América, em 4 de setembro de 1957. Para iluminar o contexto social e político das discussões sobre o polêmico caso, retomamos o controverso ensaio de Hannah Arendt publicado em 1959, intitulado Reflexões sobre Little Rock. Contamos, brevemente, a luta dos movimentos sociais norte-americanos ligados à questão negra até o caso Little Rock. Apresentamos variadas relações entre o caso Little Rock e algumas categorias do pensamento arendtiano como igualdade de direitos, mundo comum, responsabilidade, ação, discurso, visibilidade e crise do mundo moderno. Esclarecemos que o mundo comum é uma história comum tecida como resultado da ação e do discurso, em que os agentes se revelam pela palavra, pela voz e pelo gesto. Por fim, evidenciamos que duas mulheres foram escolhidas para narrar Little Rock: Elizabeth Eckford, a estudante de 15 anos que foi hostilizada publicamente e teve seu gesto imortalizado numa fotografia; e outra, Hannah Arendt. A imagem de Eckford foi republicada em diversos jornais, foi vista por Hannah Arendt que reconheceu Little Rock como um caso emblemático para a política e escreveu seu artigo. ABSTRACT. The purpose of this article is to discuss the case of educational racial desegregation that took place in Arkansas, Little Rock, United States of America, on September 4, 1957. To illuminate the social and political context of the controversial case, we resume the controversial essay by Hannah Arendt published in 1959, entitled Reflections on Little Rock. We briefly recount the struggle of the American social movements linked to the black issue until the Little Rock case. We present various relationships between the Little Rock affair and some categories of Arendtian thought as equal rights, common world, responsibility, action, discourse, visibility and crisis of the modern world. We clarify that the common world is a common history woven as a result of action and discourse, in which agents are revealed by word, voice and gesture. Finally, we note that two women were chosen to narrate Little Rock: Elizabeth Eckford, the 15-year-old student who was publicly harassed and had her gesture immortalized in a photograph; and another, Hannah Arendt. The Eckford’s image was republished in several newspapers, was seen by Hannah Arendt who recognized Little Rock as an emblematic case for politics and wrote her article.

Promoting Poverty Deconcentration and Racial Desegregation through Mixed-Income Development

This chapter examines the achievements and limitations of mixed-income development as a desegregation strategy. Mixed-income development has proven to be an effective way to harness private-sector interest in urban revitalization in order to generate the production of high-quality affordable housing. Beyond the goals of physical redevelopment and residential integration, there is evidence that mixed-income approaches promote stable, safe communities. After 20 years of the HOPE VI initiative, the federal government sought to enhance the mixed-income approach by launching Choice Neighborhoods in 2010. Significant questions remain about how to increase the benefits to low-income households through this approach and how to avoid reinforcing stigma and marginalization within the new developments. After briefly reviewing the history of mixed-income housing and the theoretical propositions underlying it, this chapter reviews the evidence of its benefits and shortcomings as a desegregation approach and proposes an array of strategies for strengthening the approach.