Intersectionality of Raced, Classed, and Disabled Spaces: A Case Study of One Western School District

• In Event: Roundtable Session 66
  In Roundtable Session: The Effects of Social Context on Education

Abstract

In post-civil rights American, educational inequalities persist. These inequalities have historico-geographic dimensions, necessitating a theoretical framework that considers the geographic distribution of schools and school programs in relation to educational opportunity. This paper explores the spatial distribution of Highly Gifted and Talents programs, Special Education Centers, and schools with high proportion of students receiving free and reduced lunches in Denver Public Schools. The study shows that post-desegregation, when examined separated, the district looks quite egalitarian, but when mapped on top of each other schools reverted to increasingly more homogeneous school populations, in terms of race, class, and ability. Implications of this resegregation are discussed.

Author

• Kathryn S. Young, Metropolitan State University of Denver