"The Real Problem Is the Lack of Diversity": The Social Cost of Segregated School Programs

• In Event: How Public Are Desirable Urban Public Schools? Theme Schools and Equity, School Choice, and Gentrification

Abstract

Gentrifying cities such as New York, are potential sites for a growing number of diverse public schools, as higher income, White parents are utilizing the public system (Stillman, 2012; Roberts, 2011). In New York, Gifted & Talented (G&T) programs are strategically placed within historically Black and Latino, lower income schools in an attempt to attract higher income White students and improve student achievement levels (Gootman, 2009). This practice can by default desegregate schools. Yet, it can also have negative consequences within school walls, including marginalized parent communities, stigmas of academic inferiority, and a divisive school culture between the haves and have-nots.

This qualitative case study draws on 51 in-depth interviews with a racially and socio-economically diverse group of parents who have children enrolled in the G&T, General Education (Gen Ed), or both programs. The research takes place at “The Community School” (TCS)—a diverse, highly sought after elementary school with a majority White G&T program and a predominantly Black and Latino, demographically changing Gen Ed program that is starting to enroll more White students. This paper questions how the uneven involvement of White advantaged parents’ affects school culture and environment.

As Posey-Maddox, Cucchiara, & Kimelberg (2014) assert: “Ultimately, the investments that middle-class parents make in urban public schools can be a double-edged sword, bringing valuable improvements, but at a social cost” (p. 450). At TCS, the “social cost” of White middle-class parent engagement is high. Because G&T parents donate the most time and money, there is a perception that they are more valuable to the school and have the most influence over educational decisions. White parents start to equate G&T status with how much parents care about their children’s education. For instance, a White G&T parent, when asked which parents participate the most in the school explained that it’s the “dedicated” parents who “want to come to the table” to discuss “what is the G&T program, what is the curriculum like”, implying that Gen Ed parents are uninvolved because they do not care.

Meanwhile, Gen Ed parents of color believe that the G&T program is being used as a way to “divide” TCS students by race and class. As one working class Latina mother explained, “the real problem is the lack of diversity.” She said it’s not just the feeling of segregation with the students that is bad, but the parents can “feel” it too…It’s a problem because it just doesn’t feel like a community.” Even White G&T parents are critical of the segregation, saying that when the programs are “purely divided” by race and class “it adds this really negative culture at the school and sets kids up for who they think they are as a student”. Additionally, White parents who start in Gen Ed before switching over to G&T feel their "lesser than" Gen Ed status the most because the programs are so segregated.

I conclude that detracking G&T programs within otherwise diverse schools would alleviate some of the social costs of maintaining separate and unequal school-within-school programs.

Author

• Allison Roda, Rutgers University - Newark