Race in the classroom
Erin Rickert
Issue date: 3/31/06 Section: News
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Amanda E. Lewis spoke last night on the issues presented in her book "Race in the Schoolyard." The theme of her discussion focused on negotiating the color line in the classroom and communities.
In her research, Lewis has observed the long-term effects of desegregation in the classroom. Today there are several key issues when looking at race and the classroom.
According to Lewis, the first thing to consider is how race shapes educational experiences and outcomes. This looks at housing segregation, school choice, differential access to resources and students individual experiences within the schools.
The second issue deals with the resegregation of public schooling. According to Lewis, the majority of African-American and Hispanic schools receive less funding, lack of materials and proper textbooks, and employ less qualified teachers.
In fact, Lewis said Detroit is the most segregated area in the country.
"There are high levels of segregation in the city and suburbs. However, the cities have a higher concentration of African-Americans as compared to suburbs, which are more white," Lewis said.
Detroit and the surrounding areas are segregated at all income levels. These housing patterns affect all aspects of the population.
Another concern is there are high levels of segregation that have concentrated poverty levels in school areas. According to Lewis' research, even middle class African-Americans attend schools with high levels of poverty because of segregation.
When looking at the schools in the city of Chicago, Lewis discovered the schools within the city have fewer teachers with master's degrees when compared to the suburban schools.
In the state of California, the teacher quality index is lower at Hispanic and African-American schools when compared to white schools. The Hispanic schoolteacher quality index is 55 percent, African American schoolteacher quality index is 50 percent and for white schools the index is at 80 percent.
In her research, Lewis has observed the long-term effects of desegregation in the classroom. Today there are several key issues when looking at race and the classroom.
According to Lewis, the first thing to consider is how race shapes educational experiences and outcomes. This looks at housing segregation, school choice, differential access to resources and students individual experiences within the schools.
The second issue deals with the resegregation of public schooling. According to Lewis, the majority of African-American and Hispanic schools receive less funding, lack of materials and proper textbooks, and employ less qualified teachers.
In fact, Lewis said Detroit is the most segregated area in the country.
"There are high levels of segregation in the city and suburbs. However, the cities have a higher concentration of African-Americans as compared to suburbs, which are more white," Lewis said.
Detroit and the surrounding areas are segregated at all income levels. These housing patterns affect all aspects of the population.
Another concern is there are high levels of segregation that have concentrated poverty levels in school areas. According to Lewis' research, even middle class African-Americans attend schools with high levels of poverty because of segregation.
When looking at the schools in the city of Chicago, Lewis discovered the schools within the city have fewer teachers with master's degrees when compared to the suburban schools.
In the state of California, the teacher quality index is lower at Hispanic and African-American schools when compared to white schools. The Hispanic schoolteacher quality index is 55 percent, African American schoolteacher quality index is 50 percent and for white schools the index is at 80 percent.
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