Racism & Educational Inequality in the Lives of African-American Youth Week 2: African-American Youth Yesterday & Today – A Policy Perspective Eve L. Ewing - A-111M - Harvard Graduate School of Education, Spring 2016

Today Finish discussion of last week’s readings Discussion of this week’s readings “The Problem We All Live With” – listening & analysis Break Lecture: The persistence of segregation Activity: What would you do? Open discussion/closing thoughts Eve L. Ewing - A-111M - Harvard Graduate School of Education, Spring 2016

“The Problem We All Live With” Norman Rockwell (1964) Eve L. Ewing - A-111M - Harvard Graduate School of Education, Spring 2016

The Persistence of Segregation Dissimilarity index: a measure of what proportion of people would have to move in order for a place to be perfectly integrated. Over 0.60 considered “high” At the pace of the decline in Black-white segregation since 1990, it would take 150 years to achieve a low level of black-white segregation (0.30 or less) As of 2010 only 5.15% of all metropolitan census tracts nationwide could be considered white- Black integrated communities (10–50% Black residents and at least 40% white residents) (Krysan, Crowder, and Bader, 2014) Dissimilarity Indices (Measures of Residential Segregation) for American Metropolitan Areas 1980 2010 Black-White 0.73 0.59 Latino-White 0.50 0.48 Asian-White 0.41 Eve L. Ewing - A-111M - Harvard Graduate School of Education, Spring 2016

White Families & School Choice Saporito & Hanley (2014): from 1970 to 2010, the proportion of Black children in a community remained a statistically significant predictor of white private school enrollment, even when compared to socioeconomic status “As white individuals seek neighborhoods and schools with higher proportions of white and wealthy people, the cumulative consequences of these choices leads to group-level inequality in which members of racially and economically disadvantaged groups are isolated in poor and minority neighborhoods and schools” (p. 66). Eve L. Ewing - A-111M - Harvard Graduate School of Education, Spring 2016

White Families & Housing Choice Jargowsky (2014): High degree of segregation between white affluent households and all Black, Latino, and Asian households, including those of affluent families Poor white households & affluent white households: 0.41 Latino/Asian affluent households & affluent white households: 0.57 Black affluent households & white affluent households: 0.67 Eve L. Ewing - A-111M - Harvard Graduate School of Education, Spring 2016

School Choice & Housing Choice Collide White residents tend to overestimate their risk of being victimized by robbery or burglary based on the proportion of Black residents in an area (Quillian and Pager, 2001) White and Latino parents are more likely to leave public schools for private or magnet schools as the percentage of Black students in their local schools increases (Fairlie, 2002; Saporito & Sohoni, 2006) White participants shown videos of neighborhoods and told that they were identical in every way other than racial composition rated the Black neighborhoods as more dangerous, more likely to lose property value, and likely to have poor-quality schools (Krysan, Couper, Farley, and Forman, 2009) Eve L. Ewing - A-111M - Harvard Graduate School of Education, Spring 2016

What would you do? You can be real you, ideal you, or average citizen What kind of school district would you seek for your (imaginary) child? What factors influence your decision? (Write these down.) Consider…. Academic outcomes School & district composition Where your home would be Classroom experiences (e.g. American Promise) Eve L. Ewing - A-111M - Harvard Graduate School of Education, Spring 2016