Responding to Racial Change in Suburban Schools

• In Event: Race and Place: How Suburban Schools Respond to Increasing Racial Diversity

Abstract

Objective
As the nation’s population has shifted over recent decades, its suburbs have become more racially diverse (Frey, 2001). Likewise, the racial enrollment of suburban schools has changed (Author, 2008), placing increased responsibility on these schools for educating the nation’s students of color alongside white students. By analyzing responses of schools in six racially changing school districts across the country, this study explores how administrators, teachers, and staff at suburban schools adapt their practices and policies in response to the increasing racial diversity of their students.
Theoretical Framework
During the process of racial transition, suburban schools have the opportunity to create integrated learning environments. Research suggests that integrated schools have multiple benefits, including: improving the academic achievement of students of color without harming the achievement of white students (Hawley, 2007); reducing prejudice, stereotypes, and negative attitudes while increasing friendships across racial groups (Pettigrew & Tropp, 2006); and increasing the likelihood that their students will later live and work in integrated environments (Braddock & McPartland, 1989; Wells & Crain, 1994). However, racially changing suburban schools also risk transitioning into segregated, predominantly nonwhite schools, which are often linked to unequal educational opportunities and outcomes. In many suburbs, this process is already under way (Orfield, 2009).
Methodology and Data Source
Using transcribed interview data from school-level actors in six racially changing suburban districts, we conducted within-case analysis of each district. Through open coding, we analyzed the ways in which schools conceptualized and responded to demographic change (Merriam, 2009). Then we conducted cross-case analysis in which we compared themes and identified similarities and differences (Eisenhardt, 1989).
Findings
We find three common responses. First, almost all schools focus heavily on academic achievement and strive to improve overall achievement, particularly that of students of color. With varying levels of success, elementary and high schools implement tutoring programs, and high schools develop additional classes, staff resource positions, and other programs to support high- and low-achieving students of color.
Second, most elementary schools attempt to improve classroom climates by adopting classroom management systems. However, some of these programs focus more on behavior outcomes (and discipline of students of color) than building classroom community.
Third, many schools desire to diversify the faculty but are rarely successful in doing so. Alternatively, some schools try to change their culture by developing the cultural competency of their overwhelmingly white faculty while others attempt structural change by creating new non-teaching positions to enhance diversity.
Schools take a variety of additional approaches that are less consistently shared, which include facilitating diverse groupings of students as well as celebratory and race-neutral responses.
Many schools face challenges in responding to racial change, including competing priorities, leadership challenges, unintended consequences, and inaction.
Significance
By analyzing schools in six communities, this study seeks to shed light on strategies for responding to racial change as well as challenges other communities might face as they experience similar transitions. How schools respond to this change will impact the future success of students and communities.

Author

• Jennifer Ayscue, University of California - Los Angeles