The Color-Blinding of the Segregation Policy: Expanding Interest Convergence Beyond the Black-White Paradigm

• In Event: 58.033 - Interest Convergence in a "Postracial" Policy Era: Expanding on Bell's Concept to Address Contemporary Racism

Abstract

In many ways Tucson Unified School District (TUSD) is the current epicenter of interest convergence constriction in terms of the desegregation policy debate (& shift toward racially decontextualized or colorblind policies) particularly as it relates to Latino students. For over four decades, TUSD has been at the center of a desegregation case. The first district in Arizona to voluntarily desegregate prior to the Brown decision remains the only district in the state still under court supervision. Although the demographic landscape has changed since the initial case was decided, the court order remains centered on defining successful integration as the absence of a concentration of Latinos in schools (Fry, 2009; Ladson-Billings, 2004). This is increasingly onerous given the changes in district demographics that are propelled by “choice” and open enrollment policies (Roda & Wells, 2013). Demographic shifts continue to reduce the number of White students available to attain racial balance for legal compliance, compelling schools to turn away Latino students. Racial balance is further impeded by the district’s use of federal criteria to designate student ethnicity that is reminiscent of the archaic “one drop rule,” resulting in every student with any reported Hispanic heritage to be considered Hispanic, regardless of race or mixed heritage. Moreover, the district must adhere to state policy requiring the segregation of English Learners who are mostly Latino.
The analysis presented here projects broader trends and issues needing attention at a national level. It not only goes beyond a black-white binary but also explores nuances of the intersections of socio-economic status and language-based oppression that require a more complicated application of interest convergence theory and a reframing of desegregation efforts and policy. In seeing the shifting policy practices and consequential harms to Latino students generally and to Bilingual students in particular, as predicted by a LatCrit lens and interest convergence principles, we are better situated to enact resistance toward desegregation policies that move us toward racial justice and educational equity for all students.

Authors

• Francesca Lopez, The University of Arizona

• Uma Madhure Jayakumar, University of California - Riverside

• Andrea Romero, University of Arizona