Student racial segregation

2009
united states

Racial segregation in schools refers to the practice of separating students based on their race or ethnicity. This form of segregation was widespread in the United States and many other countries in the past, leading to unequal educational opportunities for students of different races.

In the United States, racial segregation in schools was officially outlawed by the Supreme Court in the landmark case Brown v. Board of Education in 1954. However, de facto segregation still persists in many school districts due to factors such as residential segregation, economic inequalities, and preferential policies.

Segregation in schools has negative effects on the academic performance and social development of students. Research has shown that students in racially segregated schools have lower academic achievement, higher dropout rates, and limited exposure to diverse perspectives. It also perpetuates systemic racism and inequality in society.

Efforts to address racial segregation in schools include policies to promote diversity, such as busing programs, magnet schools, and affirmative action in admissions. It is important for educators, policymakers, and communities to work towards creating inclusive and equitable learning environments for all students, regardless of their race or background.

Further reading

Frankenberg E.; Kotok S.; Schafft K.; Mann B. (2017) "Exploring school choice and the consequences for student racial segregation within Pennsylvania’s charter school transfers; [A exploração de escolha da escola e as consequências para a segregação racial de alunos em escolas charter transferências Pennsylvania]; [La exploración de la elección de escuela y los consequências para la segregación racial de los estudiantes dentro de las transferencias escuelas charter de Pennsylvania]", Education Policy Analysis Archives, 25(), pp. -. Arizona State University. DOI: 10.14507/epaa.25.2601

Frankenberg E. (2009) "The Segregation of American Teachers", Education Policy Analysis Archives, 17(), pp. 1-42. Arizona State University. DOI: 10.14507/epaa.v17n1.2009