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REDLINING and ITS INFLUENCE on EDUCATIONAL OPPORTUNITIES in the SCHOOL SYSTEM: a COLLABORATIVE AUTO-ETHNOGRAPHY by Erika Emery

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REDLINING and ITS INFLUENCE on EDUCATIONAL OPPORTUNITIES in the SCHOOL SYSTEM: a COLLABORATIVE AUTO-ETHNOGRAPHY by Erika Emery REDLINING AND ITS INFLUENCE ON EDUCATIONAL OPPORTUNITIES IN THE SCHOOL SYSTEM: A COLLABORATIVE AUTO-ETHNOGRAPHY by Erika Emery A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree Doctorate in Education Doctoral Program in Educational Leadership for Social Justice California State University, East Bay 2016 Copyright © by Erika Emery ii Erika Emery 2016 Educational Leadership REDLINING AND ITS INFLUENCE ON EDUCATIONAL OPPORTUNITIES IN THE SCHOOL SYSTEM: A COLLABORATIVE AUTO-ETHNOGRAPHY Abstract Why is there a waiting list at the public school “across town?” Using a family’s home address to determine a student’s school placement mimics redlining tactics in real estate and limits educational accessibility. Critical Race Theory (CRT) provides a platform to challenge systems that perpetuate inequities that ultimately impact the educational experiences of specific races (Bell, 1995). Although research exploring the inequalities existing in the school system are plentiful, the conversation surrounding the impact one’s home address has on the decision making process of families is often overlooked. A multi-generational critical auto-ethnography of my own family presents authentic data as it relates to Black families’ experiences with educational redlining in Oakland, California. Inquiries were made to uncover what motivates parents to participate in the open enrollment process, even if the options to meet the needs of specific children are not available. An auto-ethnographic component provides additional insight into the generational impact educational redlining has on families. iii California State University, East Bay Doctoral Program in Educational Leadership for Social Justice This dissertation was presented by Erika F. Emery It was defended on May 23, 2016 and approved by: ( Ronald Richardson San Leandro Unified School District iv TABLE OF CONTENTS CHAPTER 1: REDLINING AND ITS INFLUENCE ON EDUCATIONAL OPPORTUNITIES IN THE EDUCATION SYSTEM . 1 Problem Statement . 1 Say It Loud . 2 Context . 3 Purpose of the Study . 5 Research Questions . 7 CHAPTER 2: REVIEW OF THE LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK . 8 Review of Literature . 8 School Boundaries . 8 The Role of Charter Schools . 11 Transportation and Missed Educational Opportunities . 13 Theoretical Framework: Critical Race Theory . 14 Whiteness as Property . 16 Interest Convergence . 22 Counter-Storytelling . 26 CHAPTER 3: METHODS . 27 Methodology . 27 Sample Population and Selection Criteria . 29 Setting . 31 Data Source and Instruments . 32 Analysis and Reporting . 35 Limitations . 36 CHAPTER 4: A DREAM DEFERRED . 37 A Black Child’s Early Education . 38 Preschool - The Racial Boundary . 39 v Property Lines and Color Lines . 39 Exodus: Genesis . 40 Migrating West: Welcome to Oakland, CA . 40 Oakland Unified School District (OUSD) (Gen1) – New surroundings...42 Gen 1 Leaves Oakland, CA . 50 Exodus: Bearing . 57 (Gen2) Welcome Back to Oakland, CA . 57 Drastic Life Changes . 59 A Teen Mom Attending OUSD Schools . 60 An Education for a New Generation (Gen3): Welcome to Oakland, CA..62 Exodus: Propagation . 67 Another Fight with the Student Placement Office . 83 Here We Go Again – Battling the Student Placement Office . 93 The Significance of Safety, Accountability, Community . 96 Safety . 97 Bullet holes and Potholes . 99 Sirens or Serene . 100 Accountability . 104 Community . 109 CHAPTER 5: DRAWING LINES IN THE SAND . 116 Access to Housing . 117 Student Placement Practices . 120 The Tale of Two Oaklands . 121 A Meeting of the Minds: Interest Convergence . 126 The Revolution Will Not Be Televised . 130 Recommendations . 135 City of Oakland . 135 An Education Association and Sporting Organizations . 137 Oakland Unified School District . 138 Teachers . 141 Best Practices of Teaching . 144 vi All Families . 145 Black Families . 146 Families Facing the Inequities of Educational Redlining . 147 Recommendations for Future Research . 147 Conclusion . 148 REFERENCES . 151 Court Cases Referenced . 163 vii TABLE OF FIGURES Photo 1 . 44 Photo 2 . 44 Photo 3 . 45 Photo 4 . 45 Photo 5 . 46 Photo 6 . 48 Photo 7 . 49 Photo 8 . ..
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