2. 580_l13 ©Allen C. Goodman 2006 Location Patterns -- Race

3. Detroit We have a spreadsheet with census tracts in Wayne, Macomb, and Oakland Counties for 2000. Census tracts are defined by the Census Bureau as having between about 3,000 and 6,000 people.Census tracts Next slide has a few census tracts from Macomb County

4. Population is divided into Hispanic and NonHispanic. Categories are mutually exclusive. Categories are self-reported.

5. Let’s look at Wayne County alone Database is GoodmanTriCoRace_a.xls.GoodmanTriCoRace_a.xls Wayne County has 2,061,162 residents 909,963 are black or “two or more races” 44.1% “black” If no segregation, what would we expect to see? Let’s look by tract.

6. What does this suggest?

7. Segregation and Discrimination One of the major factors of the urban fabric is separation by race. Must distinguish between discrimination and segregation. Discrimination -- Different treatment Segregation -- Separate treatment What are the differences?

8. Measuring Segregation Suppose we have a city that has 4,000 people. Half are white, and half are minority. Suppose we have 4 neighborhoods. If the people were randomly distributed, each neighborhood would be half white and half minority.

9. Dissimilarity Index D = t 1 |p 1 - p*| +t 2 |p 2 - p*| + t 3 |p 3 - p*| + t 4 |p 4 - p*| D = 1000 |.2 -.5| + 1000 |.4 -.5| + 1000 |.6 -.5| + 1000 |.8 -.5| D = 300 + 100 + 100 + 300 = 800 Tells you how many people would have to be moved for there to be no segregation. Discuss. 200 M 800 W 400 M 600 W 800 M 200 W 600 M 400 W Is this segregated? Absolute value

10. Dissimilarity Index What is MAXIMUM number? D = 1000 |.0 -.5| + 1000 |.0 -.5| + 1000 |1.0 -.5| + 1000 |1.0 -.5| D = 500 + 500 + 500 + 500 = 2000 Comparing our value of 800 to the maximum of 2000 gives an index of 800/2000 = 0.4 Multiply by 100  40. 0 M 1000 W 0 M 1000 W 1000 M 0 W 1000 M 0 W

11. Dissimilarity Index It can be shown that the maximum equals: 2T p*(1-p*) where T is the total population, p* is the minority %. So: MAX = 2 * 4000 * 0.5 * 0.5 = 2,000 D = {  t i |p i - p*|}/[2Tp*(1-p*)] What does D=0 mean? What does D=100 mean? See Seg Spreadsheet.Seg Spreadsheet 200 M 800 W 400 M 600 W 800 M 200 W 600 M 400 W

12. Detroit Over the years, metropolitan Detroit has been a VERY segregated place. Very often, there are indices of 80 or higher. What does this mean? What do others look like?others

13. Your Project The database that I am providing to you has data for 1,163 census tracts in Wayne, Macomb, and Oakland Counties. It is in EXCEL format. The map that you are being provided will show you where the Detroit tracts are. I have a larger map in the Department that shows you where the rest are.

15. Your Project Each tract has several figures. Numbers of: Nonhispanic population White Black Native Asian/Pacific Islander Other race Two or more races Hispanic population

16. Assignment Calculate segregation index for Wayne County. Calculate segregation index for the tri-county area.

17. Things to think about How do you define minority (black, non- white)? How do you calculate T, p*? How do you calculate p i ? Do the measures differ? If so, why?

18. Paper 4 to 6 pages; 1 inch margins; 12 point type Separate title page Full sentences. Use of English language appropriate to an upper level college paper. 100 word separate abstract that summarizes the paper. DUE - Wednesday, March 8 at 3:00 pm Penalty if late.

19. Plagiarism By Harold C. Martin The academic counterpart of the bank embezzler and of the manufacturer who mislabels his products is the plagiarist, the student or scholar who leads his reader to believe that what he is reading is the original work of the writer when it is not. If it could be assumed that the distinction between plagiarism and honest use of sources is perfectly clear in everyone’s mind, there would be no need for the explanation that follows; merely the warning with which this definition concludes would be enough. But it is apparent that sometimes men of good will draw the suspicion of guilt upon themselves (and, indeed, are guilty) simply because they are not aware of the illegitimacy of certain kinds of “borrowing” and of the procedures for correct identification of materials other than those gained through independent research and reflection. The spectrum is a wide one. At one end there is a word-for-word copying of another’s writing without enclosing the copied passage in quotation marks and identifying it in a footnote, both of which are necessary. (This includes, of course, the copying of all or any part of another student’s paper.) It hardly seems possible that anyone of college age or more could do that without clear intent to deceive. At the other end there is the almost casual slipping in of a particularly apt term, which one has come across in reading and which so admirably expresses one’s opinion that one is tempted to make it personal property. Between these poles there are degrees and degrees, but they may be roughly placed in two groups. Close to outright and blatant deceit—but more the result perhaps, of laziness than of bad intent—is the patching together of random jottings made in the course of reading, generally without careful identification of their source, and then woven into the text, so that the result is a mosaic of other people’s ideas and words, the writer’s sole contribution being the cement to hold the pieces together. Indicative of more effort and, for that reason, somewhat closer to honesty, though still dishonest, is the paraphrase, an abbreviated (and often skillfully prepared) restatement of someone’s else’s analysis or conclusion, without acknowledgment that another person’s text has been the basis for the recapitulation. Harold C. Martin, Richard M. Ohmann, and James H. Wheatly, The Logic and Rhetoric of Exposition, 3rd ed. (New York: Holt, Rinehart and Winston, 1969).