The Racial Dynamics of Crossing District Boundaries: Perspectives of Parents Involved in Interdistrict Choice

• In Event: 65.027 - Places, Boundaries, and Changing Racial Politics

Abstract

Purpose

While the country is becoming racially diverse, with projections that by 2023 minorities will constitute the majority of children (Roberts, 2008), racial diversity varies across communities resulting in patterns of segregation (Orfield, 2009) and racism continues to impact all aspects of society (Sears, et al., 2000). Since recent judicial decisions have terminated many desegregation efforts, inter-district choice policies are among the few policy mechanisms that explicitly target these inequities (Author, 2013). In this paper, we focus on the racial dynamics of crossing boundaries by asking: In what ways does race factor into inter-district choice programs? How do parents describe educational experiences in city and suburbs? How do parents navigate racial boundaries, structures, and attitudes?

Conceptual Framework

We draw upon the educational and sociological literature relating to race, colorblindness, and the education of students of color. We build upon the work of Carter (2012) who argues that racial and ethnic inequities are reinforced in educational settings and that “cultural flexibility” is needed to support all students, and Bonilla-Silva (2010) and Pollock (2004) who illustrate how racial prejudices reside below the surface, e.g., “colorblindness” reinforces racial structure in educational learning environments (Bonilla-Silva, 2010) and both race talk and race silence can reinforce inequality in schools (Pollock, 2004). As Wise (2011) argues, to not “see color” makes it pretty likely you are not seeing the consequences of color in our society. These and other scholars provide us with a lens to examine racial dynamics.

Methods and Data Sources

This paper is a case study of Rochester’s Urban-Suburban Interdistrict Transfer Program (USITP) and uses qualitative interviews with racial/ethnic minority parents (n=49). This program provides a rich context for studying segregation as Rochester is an inner city in decline with 89% of students of color and 88% receiving free and reduced price lunches (see www.rcsdk12.org), yet surrounded by thriving suburbs and schools. Parent interviews, which were approximately 45 minutes, were audio-recorded and transcribed verbatim. Data was coded thematically and inductively (Charmaz, 2006) using Nvivo9.

Results and Significance

Preliminary themes indicate that race factors heavily into the experiences of families, yet the opportunity to provide a “better” environment outweighs these racial tensions. Parents expressed disappointment with stereotypical views of their children’s abilities; expressions of racial neutrality and a silencing of their concerns; and a lack of programmatic support for navigating racial dynamics. Additionally, while these parents exhibited middle class values they felt that race created unexpected class distinctions.

Inter-district programs move beyond traditional boundary structures for student assignment, yet they remain under-examined and rarely enter policy discussions about equity. Our paper extends the limited research and the more typical focus on preferences, behaviors or challenges around
choice (e.g. André-Bechely, 2005; Fuller & Elmore, 1996; Lareau, 2014), focusing instead on the racial dynamics of moving across segregated boundaries to advance justice and equity for students of color by uncovering the ways that even well intentioned programs can result in racial inequities if racial attitudes and institutional racism are not explicitly addressed.

Authors

• Kara S. Finnigan, University of Rochester

• Thomas Noel, Jr., University of Rochester

• Tricia J. Stewart, Alabama State University

• Nadine D. Hylton, University of Rochester

• Jennifer Carol LaFleur, University of Rochester