Nearly 60 years after the landmark Brown vs. Board of Education (1954) decision, scholars are finding that public schools have essentially re-segregated at rates that parallel, and in some cases, exceed pre-Brown segregation (Orfield, Frankenberg, Ee, & Kucsera, 2014). In attempting to redress the racialized educational inequality, school districts and state and federal lawmakers have attempted to craft policies aligned with these goals. Some scholars have found that certain policy interventions have in many ways contributed to the increasing racial segregation in public schools and funding disparities that have only contributed to disparities in access and opportunity (Dixson, 2011; Dixson, Royal, & Henry, 2013). In this chapter, we examine the educational impact of segregation as an educational policy. We believe current racial disparities in education are in large part related to the legacy of structural racism rather than the unintended consequence of race-neutral policies or individual decisions. We take a broad look at how both de jure and de facto segregation has had an impact on and shaped the educational experiences of African Americans and other students of color and the ways in which this educational policy has contributed to institutionalized disparities.
|Original language||English (US)|
|Title of host publication||The Cost of Racism for People of Color|
|Subtitle of host publication||Contextualizing Experiences of Discrimination|
|Editors||Alvin N. Alvarez, Christopher T. H. Liang, Helen A. Neville|
|Publisher||American Psychological Association|
|ISBN (Print)||978-1-4338-2095-3, 978-1-4338-2096-0|
|State||Published - 2016|