Poverty & Race

November/December 2001 Volume 10: Number 6

Socioeconomic School Integration

The lead article in the Sept./Oct. P&R, by Richard D. Kahlenberg of The Century Foundation, presented an approach to racial integration of schools via a socioeconomic route. Gary Orfield, co-director of the Harvard Civil Rights Project, provided a critical commentary. (If you for some reason missed our last issue, we can send you a copy.) Given the realistic pessimism about race-based remedies, it is worth exploring other avenues. For this issue, we asked a number of additional wiseheads and activists on race and education to react to Kahlenberg’s idea. PRRAC Board members Theodore Shaw, john powell, Thomas Henderson and S.M. Miller, along with policy/media consultant Makani Themba, provide their com- ments, and the Symposium concludes with Kahlenberg’s comments on the comments.

Theodore M. Shaw

I join Gary Orfield’s observations ally reprehensible. Non-discrimination achieve a degree of desegregation for in response to Richard D. principles are irrevocably imbedded in a period of time, during which a judi- Kahlenberg’s article on socioeconomic America’s normative values in a man- cial snapshot would reveal a picture of school integration. I write to articu- ner that transcends the originally hypo- integration that justified judicial abso- late an analysis that may be implicit in critical Jeffersonian egalitarian vision. (Please turn to page 2) Orfield’s observations and that is ab- Americans genuinely abhor racial dis- sent or ignored in Kahlenberg’s. Both crimination. Yet they cannot let go articles failed to confront the core of of the demon of racism, especially CONTENTS: the school integration issue, whether against black people. Thus, the para- Socioeconomic it is defined by race or by class: white dox of race in America at the dawn of racism directed at people of African the twenty-first century is segregated School Integration: decent. integration: The edifice of formal A Symposium This contention flies in the face of American apartheid has been dis- Theodore M. Shaw ... 1 the prevailing contemporary liberal mantled, and black Americans have Makani Themba ...... 2 racial paradigm, which properly es- achieved a level of integration their john powell ...... 4 chews the exclusively black-white parents could only dream about, yet S.M. Miller ...... 7 analysis that has dominated race rela- racial segregation remains an intrac- Thomas Henderson .. 8 tions throughout most of American table and seemingly permanent char- Richard Kahlenberg 10 history, and it stands in direct conflict acteristic of American life. Add It Up ...... 4 with the undeniable progress achieved As a nation, we honor Brown v. New PRRAC Grant $ within the United States over the last Board of Education more in principle Available ...... 9 50 years. Most Americans undoubt- than in practice. The days of court- Lawyers’ Committee edly would subscribe to the central ordered school desegregation appear to on Civil Rights ...... 12 principle of Brown v. Board of Edu- be coming to a close. In the end, it PRRAC Update ...... 15 cation - that government-sponsored seems that enforcement of Brown v. Resources ...... 16 racial segregation and discrimination Board of Education was a process by Vol. 10 Index ...... 27 violates the Constitution’s equal pro- which school boards that practiced ra- tection clause and is otherwise mor- cial segregation were required to

Poverty & Race Research Action Council • 3000 Connecticut Avenue NW • Suite 200 • Washington, DC 20008 202/387-9887 • FAX: 202/387-0764 • E-mail: [email protected] • www.prrac.org Recycled Paper (SHAW: Continued from page 1) instead of racial justice, even many attractive, the abandonment of race liberals and progressives are advocat- conscious policies is a stunning and lution. Once these school districts are ing abandonment of race-conscious unwarranted surrender. We must con- declared unitary, the judicial fiction policies and practices. They are wrong tinue to talk about the significance of goes, the causal links between past seg- because class-based policies, while race as long as race continues to be regation and discriminatory practices worthy of consideration on their own significant, and race will not become and the post-unitary status segregation merits, are not guaranteed to reach insignificant simply because we refuse attributed to residential segregation has those impacted by racial discrimina- to talk about it. been broken. Segregated demographic tion. The majority of the intended Socioeconomic school integration is patterns reflecting new population beneficiaries of such policies in this a worthy goal, but it is not a substitute growth in heavily white suburbs are country continue to be white, and for racial desegregation. Kahlenberg’s deemed to be wholly unrelated to pre- color-blind, class-conscious policies ten reasons supporting socioeconomic unitary status conditions. are not designed to reach black and school integration are indisputable; ev- The truth about school desegrega- brown people. And they are wrong eryone wants good schools and all they tion in the United States hinges on because abandonment of race-con- bring for their children. For many these two facts: 1) school desegrega- scious policies and practices is unjus- white parents, good schools are those tion, even when successfully accom- that are not too black. If we are aban- plished, has been limited in scope and doning the effort to desegregate Class-based policies are America’s public schools and if we are duration by the refusal of the majority not guaranteed to reach of white parents with school-age chil- comfortable in doing so, let’s be hon- dren to enroll them in public schools those impacted by dis- est about it. If we are not, let’s say with significant black populations; and crimination. what we do and do what we say. 2) many, if not most, white parents of Nothing in our national experience school-aged children have a level of demonstrates that public school racial tolerance for black enrollment in their tified, given the historical and continu- integration will be accomplished children’s schools beyond which they ing significance of race. There is no serendipitously. are unwilling to go, regardless of the other issue on the American agenda Theodore M. Shaw ( economic class of those black students. that we propose to address by not talk- tshaw@ , a PRRAC Board mem- Race continues to mean something ing about it. While Americans’ com- naacpldf.org) ber, is Associate Director-Counsel of within the United States. Its meaning pulsive denial of historical and current the NAACP Legal Defense & Educa- is distinct from, even if connected to, realities of race is so strongly en- tional Fund. the significance of class. Because of a trenched that the path of least resis- national weariness with issues of race tance (in Kahlenberg’s case, class) is and a misplaced vision of a civil rights struggle with a goal of color-blindness Makani Themba

Poverty and Race (ISSN 1075- Richard Kahlenberg’s proposal for longing, the presence of teachers of 3591) is published six times a year socioeconomic integration might ac- color, and culturally appropriate, cul- by the Poverty & Race Research tually be the smart alternative to ra- turally relevant instruction are all im- Action Council, 3000 Conn. Ave. cial integration he asserts it is if it portant elements of quality education NW, #200, Washington, DC weren’t for one troublesome thing — that cannot be addressed without race- 20008, 202/387-9887, fax: 202/ racism. While not repeating Gary conscious remedies. The inarguable 387-0764, E-mail: info@prrac. Orfield’s fine critique of the piece, let fact is that we can never hope to org. Chester Hartman, Editor. me say that Kahlenberg appears to be achieve quality education for all with- Subscriptions are $25/year, $45/ two years. Foreign postage ex- unaware that racism is more than low out addressing racism. Socioeconomic tra. Articles, article suggestions, income or limited access, that class integration “by choice” is not only a letters and general comments are cannot be a substitute for race. Addi- poor substitute for addressing racism, welcome, as are notices of publi- tionally, the “evidence” he submits to it is an inadequate approach to address- cations, conferences, job open- support his argument has serious ing economic inequities. ings, etc. for our Resources Sec- flaws. Kahlenberg is partially correct when tion. Articles generally may be Race and class are certainly both im- he writes that the presence of a core of reprinted, providing PRRAC portant factors in education policy, but middle-class families acting as advo- gives advance permission. there are plenty of issues to be dealt cates is the “single most powerful pre- © Copyright 2001 by the Pov- with outside of the space where the two dictor of a good education.” Aside erty & Race Research Action intersect. Teacher expectations, fair from the fact that there is no single, Council. All rights reserved. student treatment, student sense of be- most powerful predictor of a good edu- 2 • Poverty & Race • Vol. 10, No. 6 • November/December 2001 cation, broad political will to do what’s as Kahlenberg suggests), high poverty separate but unequal schools within a necessary is critical to creating good schools’ administrative infrastructures school that focus the most resources schools. However, white middle-class are necessarily larger and salaries are on students with the least need. In families (and most certainly rich fami- often higher because many of these fact, inequality at magnet schools has lies) don’t have to advocate as hard or schools are in urban centers where it become such an issue that a number of as consistently for decent education as costs more to do business. Any school civil rights groups have petitioned the people of color have to. It is assumed that significantly increases its share of federal government to investigate. that white middle-class children are “high maintenance” students will have “Good schools” and “bad schools” deserving of quality education, and to either increase its funding to keep are both products of a complicated mix that their parents will make a fuss if up or fall woefully behind. That is in which racism and, more accurately, they don’t get one, whether they ad- the unavoidable reality that has dogged white privilege plays a major role. As vocate or not. People of color, re- previous experiments with socioeco- evident throughout the excellent col- gardless of class, must often work tire- nomic integration as well as racial in- lection In Pursuit of a Dream Deferred: lessly for even substandard education. tegration — few parents with a choice Linking Housing and Education Policy They are the folk who crowd the want to see their school’s resources (eds. powell, Kearney & Kay), it’s school board meetings and plea for stretched between their kids and the impossible to consider any kind of books instead of worksheets, class- children they perceive as “the troubled school integration looking at school rooms with light fixtures, and teach- others.” All of which demonstrates policy alone. ers who will treat their children fairly. Institutionalized white privilege and Clearly, if advocacy alone is what gets We can never hope racism undermine quality education. a kid a good education, there would to achieve quality The policies designed to maintain these be a lot more highly educated poor kids education for all systems of privilege and oppression of color and many more neglected serve to segregate people geographi- middle-class students. without addressing cally and culturally in order to reserve Race not only plays a factor in the racism. the best resources for whites. Of efficacy and necessity of advocacy, it course, there are some people of color often determines the kind of informa- who manage to benefit under this sys- tion parents receive about their the underlying folly of assuming that tem and some whites who don’t, but children’s education so they know what somehow socioeconomic integration it’s clear that the intention and out- they should advocate about. Parents can happen without the same political comes of these policies are racially bi- of color are less likely to be formally fallout of racial integration. ased, and this bias must be remedied. engaged by teachers and less likely to The problems with Kahlenberg’s Due to the overconcentration of pov- be considered partners or peers in the argument are only compounded by his erty in communities of color as a re- educational process. Although part of view that such integration should be sult of white privilege, there are cer- the problem is that poorer schools of- accomplished by “choice.” All over tainly benefits to be gained by inter- ten lack the infrastructure to provide the country, choice programs are cre- ventions that seek to address class in- formal, ongoing feedback on student ating greater inequities between and equities. However, Kahlenberg’s pro- progress beyond minimum district re- within schools. In Roanoke, Virginia, posal seeks to ignore race and with- quirements, race has long been estab- where my four children attended school draw the power of law from efforts to lished as a factor in communication for three years, magnet programs de- address class. Both are wrongheaded challenges between teachers and par- veloped priority slots for white stu- and ignore the basic problem. ents of color, regardless of class. dents and reorganized special academic Poor schools are poor because they Adequate funding, well-trained programs so that program participants have inadequate resources to address teachers, involved parents, high expec- had little contact with the school’s the challenges they face — and racism tations and modern equipment are “regular students.” Addison Middle greatly compounds these challenges. among the necessary elements of a School’s Challenge Program, for ex- Affluent schools are better because quality education. Who has these re- ample, takes white kids regardless of they have more resources and fewer sources, and why isn’t limited to edu- their academic performance. Chal- challenges — and white privilege cation policy. It is part and parcel of lenge students have their own staircase, greatly enhances their resources. The the sociopolitical context that created corridor and section in the cafeteria. real problem is marshalling the politi- the inequities in the first place. Poorer Addison is not alone. School districts cal will to address the obvious. schools have greater needs. There are all over the country are touting such more kids requiring remedial educa- measures in order to assuage parent Makani Themba (mthemba@igc. tion, special education and other ser- concerns about student “safety” at ur- org) writes and works on issues of race, vices. Before one even gets to admin- ban schools. Although these magnet media and policy. Her latest book is istrative “bloat” (administrative abuse programs seem to create integrated Making Policy, Making Changes is not limited to high-poverty schools, schools, they are instead creating two (Chardon Press).

November/December 2001 • Poverty & Race • Vol.10, No. 6 • 3 john powell

There has been a long and largely modern suburbs provide an example of ernment. When we talk about the im- unproductive debate in this country this structural racial hierarchy. There possibility of changing the pattern of about the primacy of racial subordina- are a number of reasons why whites spatial segregation, the obvious ques- tion or class to address our society’s may live in the suburbs that are not ex- tion is why. Whites who took advan- growing inequality. Over the last sev- plicitly anti-nonwhite. But nonwhites, tage of government’s arrangements eral years, a growing number of schol- and particularly blacks, were excluded may not be guilty of harboring racial ars have persuasively demonstrated that from choosing the ‘burbs. New home, animus, but they still are the benefi- these two hierarchical structures in our good school, clean environment away ciaries of a system of white supremacy. society are powerfully related, but Even if they are not guilty, they cer- nonetheless differ. Addressing the If race is socially con- tainly are not “innocent,” as Justice problem of class isolation in schools is structed, then so are Powell and others have insisted. We certainly a necessary and important need to move beyond the guilt and in- task, but it is only a partial and weak any disparities that nocence paradigm and begin to chal- response to racial segregation. While exist between the lenge racism on a deeper, institutional it is true that racial hierarchy has so- races. level. cioeconomic dimensions, it cannot sim- In one of the most important cases ply be reduced to class and cannot be in United States history, Dred Scott, addressed by only using class. Both for from the city were available only to Chief Justice Taney stated that no analytical and pragmatic reasons, race white Americans. These structures blacks, slave or free, had any right must be central to any serious effort to were put in place, funded and protected protected by the Constitution. He went confront racism. against minority intrusion by the gov- on to assert that blacks only had the It is a reflexive move within the dominant society to try to avoid dis- cussions about race or racism. To the limited extent that we are willing to ADD IT UP: Using Research to Improve Education talk about racism, we are likely to find for Low-Income and Minority Students it a psychological event where the per- petrator is just as likely to be a racial Building on PRRAC’s past Howard Law School conference, “Effective minority holding negative stereotypes Education for Low-Income Minority Students,” we’ve produced a 61- about innocent whites as the other way page handbook for education activists, school personnel and others. Writ- around. Never mind that racism was ten by Anne Lewis (in collaboration with Sandra Paik), with a Foreword called into being to create a system of by PRRAC Board member Judith Johnson, the handbook’s 9 chapters are: white superiority that is very much re- flected in our institutions and struc- + Five Steps to A Good Start tures. This system was not and could + Four Steps for Setting the Course not have been put together just by the + Five Ways to Serve Families & Thus Help Students Succeed individual private acts of whites. Rac- + Five Ways to Assure Quality Teaching ism in our country has largely been and + Four Essentials for Setting & Supporting High Standards is about white superiority and white su- + Six Ways to Tell If Your School is Serious About Teaching premacy that is reflected in the creation Reading & Math and distribution of resources. + Five Steps to Using Assessment as an Effective Tool for Ac- By locating racism in our structures countability and institutions, I am not suggesting + Seven Steps to Assure Equity & Inclusion that whites and people of color do not + Four Ways to Make Reforms Stick harbor negative racial thoughts. What I am suggesting is that our institutions The handbook summarizes the best of recent relevant research (with and structures have produced and re- references to these studies, for further study) and has an extensive “Tools flect white hierarchy. This expression & Resources” listing. of white superiority (and conversely, This well-designed, reader-friendly handbook is available from us for minority inferiority) that is visited on $5/copy (postage included), with discounts for bulk orders; it also is (or nonwhites is not something that is shortly will be) downloadable in PDF format from our website: largely dependent on the expressed or www.prrac.org proven intention of any individual. The creation and maintenance of the

4 • Poverty & Race • Vol. 10, No. 6 • November/December 2001 rights that whites were willing to give resources, but the ability to translate them. Many historians have stated that those resources into utilities. In a sys- Please get your library Dred Scott helped push the country into tem where opportunity is distorted by to subscribe to P&R. the Civil War. After the Civil War and discrimination, the disfavored groups’ We can provide a passage of the Civil War Amendments, ability to translate economic resources complete set of back the Supreme Court in Plessy v. into opportunity will be limited. What issues. Fergurson upheld the doctrine of sepa- this means is that if there is discrimi- rate but equal, holding that isolating nation against blacks in, for example, blacks did not violate the Con- mortgage lending or purchasing a car, address the problem of the lack of mi- stitution’s Equal Protection Clause. blacks will pay more for a mortgage nority contractors. It is important to What both of these cases represent or a car than whites. This is a subor- note that O’Connor and other conser- is that blacks and other minorities were dination tax levied against blacks that vative Justices are not trying to address not recognized as full citizens, and that discounts their resources. the problem set out by Judge Carter. their rights can be abbreviated in the They have largely rejected the claim interest of whites. This is what racial that racism remains a serious problem segregation meant in 1896, and that is Middle-class whites’ in our society and are in the business what it means today. reluctance to live with of demanding greater and greater In reading these cases, the Court poor whites is not proof. Instead, they assert that racial does not discuss socioeconomic status. nearly as strong as classification is the evil that must be But this is wrong on a number of their reluctance to live avoided, not racial hierarchy. counts. Racial hierarchy cannot be ei- with blacks. In New Jersey, the state Supreme ther adequately explained or corrected Court took a housing segregation case by income alone, and class is not just that was largely about racial discrimi- income. The ideology of white su- nation and turned it into a case about premacy was not reducible to class in These are just a few examples of the class. In the most far-reaching hous- Plessy or Dred Scott, and it is not re- limitations of using class to address is- ing decision dealing with low-income ducible to class now. While it is true sues of race. In the school context, residents, the Court ordered the entire that one of the consequences of a sys- Federal Judge Robert Carter observed state to provide a fair share of low- tem of white supremacy is to depress that segregation is only the symptom income housing. About 25,000 hous- the economic wealth and class status of the disease of white supremacy. I ing units have been created under this of blacks and others, it was never a maintain that neither the disease nor plan. However, it has been adminis- system where all blacks were necessar- the symptom can be adequately treated tered in such a way as to actually in- ily poorer than all whites, based on a by simply using class or free and re- crease the racial segregation of minori- single indicator. Consider voting: It duced lunch to overcome the racial iso- ties in New Jersey. When we think did not matter how much wealth a black lation of students. There are a num- about it, it is clear: Middle-class had in Mississippi. For much of this ber of reasons for this. First of all, a whites’ reluctance to live with poor country’s history, this person could not strategy of class integration will not be whites is not nearly as strong as their vote, regardless of his or her income effective in addressing the racial isola- reluctance to live with blacks. Given resources. Racial profiling is another tion, and even where physical isola- the choice between the two, you get poignant example of racial exclusion tion is reduced, this will not address the results in New Jersey. It is also in- not explained by class. Even if one were the problem of white supremacy and structive that many advocates argued to pick a single economic indicator, move us to true integration. that because minorities were over-rep- wealth is a much better indicator of Empirical evidence backs up these resented in the pool of low-income ten- disparity than income, as demonstrated claims. There have been a number of ants they would receive the largest ben- by Melvin Oliver and Thomas Shapiro efforts to address racial subordination efit from a class-based approach. They in Black Wealth/White Wealth. The and segregation by simply folding wrongly assumed there were no other correlation to wealth and access to op- them into a class response. Virtually factors that would continue to disad- portunity in education and other areas all of them have failed, and some of vantage minorities or the ingenuity of is much stronger than free and reduced them have caused greater racial isola- whites to find creative to ways to ex- lunch or income. While both income tion. clude people of color. In essence, they and free and reduced lunch tell us some- Justice O’Connor in The City of believed that the present dynamic of thing, they both understate the persis- Richmond v. Croson suggested that it racial subordination would be reduced tent inequality between whites and non- would be better to use class rather than to class. whites. race for “set-aside” contracts in the con- To try to reduce racial subordina- The Nobel Prize-winning economist struction industry. However, the evi- tion to a single cause has repeatedly Amartya Sen observes that in consid- dence is clear that while it may benefit and consistently failed. The current ering equity, one must look not just at poor whites, this approach does not (Please turn to page 6)

November/December 2001 • Poverty & Race • Vol. 10, No. 6 • 5 (POWELL: Continued from page 5) material and cultural privileges asso- pragmatic standpoint, I have argued, ciated with whiteness. In the school based on prior examples, that it will conservative Supreme Court has lim- context, we see the Court narrowing not work. This need not disturb us ited racial discrimination in education the scope of Brown to achieve this unless we believe that racial integra- to the intentional acts of a school board. ambivalent balance. We can promise tion remains an important goal. Un- They have refused in most cases to minorities desegregated schools, not to fortunately, we do not have a clear look at housing or the drawing the ju- be confused with integrated schools, concept of what is meant by integra- risdictional boundaries. They have while maintaining the reality of ra- tion. At times, we seem to confuse treated housing and municipal segre- cially segregated schools in response integration with either desegregation gation as “nature” and beyond the to whites’ fears all across the country. or assimilation. Although Kahlenberg scope of consideration for addressing If this is accurate, why do people tells us that he supports racially inte- discrimination in schools. A growing keep pushing class in our capitalist so- grated schools, he does not tell us why. number of commentators have recog- ciety to address the problem of racism All the reasons he lists for supporting nized the relationship between concen- and white supremacy? It may be that integrated schools are about class and trated poverty neighborhoods and high some really believe it will work. Oth- not about race. He cites Justice Tho- poverty rates in schools. But even ers clearly know that it will not, but it mas’ rhetorical question as to why it some of these have not examined why gives the appearance of doing some- is necessary for black and white chil- 75% of those living in high-poverty dren to be together to learn. The only neighborhoods are minorities. Poor We are willing and even answer he suggests is class, not race. whites in urban areas are much more want to pursue racial Of course, the need for students to be likely to live in white middle-class together or (more accurately) not sepa- neighborhoods. We sort people by both justice, but only to the rated varies in importance, depending race and class. And although most extent that whites’ ex- on what we think students are to learn commentators recognize that blacks pectations of privilege and what they are learning by the sepa- and other minorities are over-repre- and hierarchy are not ration. Should we then be satisfied if sented in the low-income and low- disrupted. we had economically integrated wealth categories, they fail to tie this schools that remained racially segre- sorting process to race and class. But gated? as Oliver and Shapiro remind us, this Dr. King understood integration to process is both the consequence and thing while avoiding the issue. For the mean more than simply having students the product of racialized wealth. Once latter group, it is what some theorists in the same classroom. Unlike many this system is in place, it does not re- have called “whitespeak.” It is an- detractors of integration, he under- quire racial animus to reproduce itself. other iteration of the ambivalence stood that integration is not assimila- According to Professor George noted above, while maintaining white tion or desegregation: Lipsitz, there is ambivalence in privilege. So, we can have fair hous- America. We are willing and even ing law as long as they allow for the We do not have to look very far want to pursue racial justice in our continuation of white enclaves. And to see the pernicious effects of a society but only to the extent that we can have judicial repudiation of desegregated society that is not whites’ expectations of privilege and segregated schools as long as we have integrated. It leads to “physical hierarchy are not disrupted. He calls a system of de facto segregation. There proximity without spiritual affin- ity.” It gives us a society where this “the possessive investment in is an attempt to explain these segrega- men are physically desegregated whiteness.” But in order to achieve tion patterns in neutral sounding terms and spiritually segregated, where racial justice, the very thing that is like “private choice” and “the mar- elbows are together and hearts are called for is disruption of this expec- ket.” Anything but racial discrimina- apart. It gives us spatial together- tation. Lipsitz looks at examples of tion. For those who follow the juris- ness and spiritual apartness. It major civil rights laws, from educa- prudence of the Supreme Court in edu- leaves us with a stagnant equality tion to housing to employment, and cation and housing law, it is clear that of sameness rather than a construc- asserts that each set of laws as policies the Court has decided to accommodate tive equality of oneness. was designed to create some accom- neo-segregationists in the school and modation without dis-establishing the housing context. While doing so, the And as Gordon W. Allport prefig- Court invites us to consider class after ured in his 1950’s book The Nature of Be sure to send it has already found that there is very Prejudice, the nature of contact be- little judicial remedy for class-based tween students and the surrounding us items for our inequalities. environment matters greatly in terms Resources There are many important issues of whether the school is truly inte- Section. raised in the call to use class as a sur- grated or has just succeeded in putting rogate for racial integration. From a bodies next to each other.

6 • Poverty & Race • Vol. 10, No. 6 • November/December 2001 True integration embraces a multi- whites? Glenn Loury has suggested that Want to Present Your cultural conception of social interac- if race is socially constructed, then so Work to a Washington tion. Social interaction is constitutive are any disparities that exist between Audience? of the individual and the collective the races. The significance of race will identity of the community. Assimila- only change when these disparities in We’ll be glad to host and help tion envisions the absorption of mi- education, income, housing and life you publicize a presentation of norities into the mainstream. Integra- opportunities cease to exist. This is a your research and/or advocacy tion envisions the transformations of social, not individual, project. work on race and poverty issues. the mainstream. Thus, real integration The current project to avoid race is Let us know well in advance when is measured by the transformations of not a project to address white superi- you’ll be in Washington, give us institutions, communities and individu- ority, but is instead likely to entrench guidance on whom or what kinds als. Real integration involves funda- it. Our country’s history has been of people to invite, and we’ll send mental change, among whites, blacks about racial hierarchy. This system out the notices and sponsor your talk (usually best held during and other minorities as people and com- of hierarchy is a web constructed by lunchtime). munities. Rather than Euro-centric or society. If it is to be deconstructed, Afro-centric education, integration we must avoid reducing it to a single necessarily implies a curriculum that thread. Racial subordination cannot be struggle to reduce poverty and class respects and values cultural difference, addressed by avoiding race and rac- inequities in our society, but I am not while building community. It is about ism, nor can we sneak through the prepared to endorse a position that as- integrating the mind and heart. In our serts we will only embrace racial jus- society, it is about dis-establishing Real integration is mea- tice after we have become a classless white supremacy. sured by the transfor- society. That position is not racial A truly integrated education is not progress but the depth of our attach- just about putting students together, as mations of institutions, ment to racial hierarchy. important as this might be. It is about communities and indi- building, if not a beloved community, viduals. john powell (powe1008@tc. at least a democratic community. As umn.edu), a PRRAC Board member, John Dewey suggests, the primary role is a professor at the Univ. of Minne- of education is not about test scores or agenda of racial justice under the cover sota Law School and Director of the access to employment, even though of class. I am ready to sign on to a Institute on Race and Poverty. o both can be important. Fundamentally, it is about citizenship. The problem that persists in this country is that we S.M. Miller have a racialized concept of who be- longs, based on white superiority, that After reading Kahlenberg and rivation of property? New ways undermines our democratic commu- Orfield, my reaction is: you are both of organizing schools? nity. right! 4-And how to improve schools with I have already touched on many 1-Clearly, school racial integration high racial-ethnic populations that are complicated issues. But I want to at is being undercut by judicial decisions. not integrated while pushing to inte- least raise one more: Justice Scalia, The likelihood seems to be that it will grate within schools. in some of his opinions, has rhetori- largely disappear. It hasn’t worked 5-Kahlenberg has the virtue of fac- What is cally asked the question, “ very effectively, as shown in Gary ing the issue of declining pressure for race?” He suggests that it is socially- Orfield’s data on segregation increas- school racial integration. His solution constructed and not biologically real. ing in recent years. We can’t go on as would be most difficult. I am not But for him and for many others, this before. aware—my ignorance?—of steps to- means that we should not discuss race, 2-Class integration has a nice ring ward racial integration that seem to and that racial categories are problem- to it, but can it work? Residential seg- have judicial, political and organiza- atic and must be avoided. There is a regation is high, as Orfield points out. tional possibilities. lot of confusion in this popular and Won’t busing and other devices be increasingly judicial position. needed to bring about class integration S.M. Miller ([email protected]), If race is socially constructed, it in schools? a PRRAC Board member, is a Fellow does not follow that it is not real. In- 3-What is needed are new legal, at The Commonwealth Institute in stead, it means that it gains its reality political and/or organizational in- Cambridge, MA, where he directs the and significance from our social prac- novations to promote integration. Project on Inequality & Poverty, and tices and arrangements. How can Of course. But what might they is Research Prof. of Sociology at Bos- whites claim that race does not exist be? Human Rights? Segregation ton College. o and yet assert the desire to be around (and low-quality schools) as dep- November/December 2001 • Poverty & Race • Vol. 10, No. 6 • 7 Thomas J. Henderson

Richard Kahlenberg suggests that Thus, creating school populations that Plessy v. Ferguson was premised on the economic integration of our pub- are economically integrated alone will the profoundly disingenuous assump- lic schools – or, more specifically, not solve the problem Kahlenberg rec- tion that racial segregation in America their transformation into “majority ognizes: “that the separation of poor carried with it no harm. When Brown middle-class” schools – is both the and middle-class children is the foun- overruled Plessy, the premise was re- necessary and achievable response to tainhead of a host of related inequali- versed – the harms associated with seg- our society’s inability, and unwilling- ties of educational opportunity.” regation were not only assumed, but ness, to achieve the racial desegrega- Similarly, the proposition that we recognized as “inherent.” Thus, tion of its schools and its housing pat- can solve our seemingly intractable implementing Brown required no fur- terns. Social science research dem- problems of racial segregation and in- ther examination and identification of onstrates that economic integration is equality by attempting to change the the particular injuries and inequalities desirable and could yield substantial subject from race to class is at least na- associated with segregation and dis- educational benefits. However, the ive. Fulfilling the unrealized promise crimination. At this point, fuller notion that America’s congenital of Brown v. Board of Education will analysis and persuasive illustration of malady of racial discrimination can be not be furthered by submerging, or at- the manner in which the organization cured by focusing instead on income and delivery of public education dis- is ill-conceived, at best, and trou- The proposition that criminates against racial minorities, bling. The proposition that economic and the role of government in main- integration is widely accepted and, economic integration is taining and re-creating segregation and therefore, substantially more feasible widely accepted is con- inequality, can serve to reorient and than racial integration is contradicted tradicted by our more fully define unlawful conditions by our national experience. national experience. and the remedies needed to achieve The economic integration of racial equality. schools can be helpful for many of Race-conscious measures remain the reasons listed in Kahlenberg’s ar- available as remedies for discrimina- ticle. However, essentially all of the tempting to deflect, public attention tion. Demonstrating the relationships benefits that are predicted to flow away from race. between existing inequalities and gov- from the integration of middle-class Although it is possible that there is ernmental policies and actions – past and poor students will be realized only relatively less support for desegrega- and present – will distinguish the harms if middle-class and poorer students are tion now than 30 years ago, current associated with various forms of gov- afforded the same educational pro- support should not be underestimated, ernmental discrimination and segrega- grams and resources within the school, nor the capacity for increased support tion from the curious category of “gen- i.e., receive the same challenging in- in response to appropriate and deter- eral societal discrimination” that the struction, in the same “meaty curricu- mined efforts. As to the very real prob- Supreme Court has held to be beyond lum,” with the same teachers and the lem of an unsympathetic judiciary, we the reach of the courts. Further social same genuine expectations that all stu- must recall that, except in the face of science and public policy research and dents can achieve and progress at high the most egregious forms of discrimi- other evidence revealing the harms as- levels. Unfortunately, research docu- nation or resistance, courts rarely have sociated with racial segregation and in- ments that this is not how schools are been generous in affording remedies equality must be developed, articulated organized. Even within mixed-in- for racial discrimination. Resort to the and presented to educators, policy come schools (and almost all schools courts should not be abandoned sim- makers and the courts. have some income heterogeneity), ply because they may be relatively un- As to public and political support poorer students (together with most sympathetic. If that course had been for efforts to secure real racial equal- African American and Latino stu- followed in the past, Brown would ity, both have come only as the hard- dents) are placed in separate lower- never have been decided. Instead, both won result of concerted efforts to in- level, non-academic classes, with in- the courts and the public need to be form the public and the political pro- struction and expectations based on further informed as to the inequities cess and appeal to the enduring prin- negative stereotypical assumptions. and larger effects of segregation and ciples of equality to which the nation of needed remedial efforts. aspires. Our society is all-too-inclined For a copy of PRRAC’s As to the courts, concerted effort to to amnesia regarding the ugly and un- 2000 Annual Report, define more fully and demonstrate the comfortable truth of slavery and of the send us a self-addressed inequalities Brown held were inherent calculated discrimination pervading all label with $1.03 postage. in segregation is one available avenue. aspects of society that followed in its The “separate but equal” doctrine of wake and persists into the present.

8 • Poverty & Race • Vol. 10, No. 6 • November/December 2001 This, together with the formal legal, moved from schools with a significant Moreover, because residential racial if often superficial, equality that has presence of poorer students. segregation is related to economic seg- been established leads Americans to In addition, demographically, race regation, present barriers to racial de- the assumption that racial discrimina- and class are nearly impossible to sepa- segregation apply as well to economic tion and its effects have been elimi- rate. Indeed, this is a major premise integration. Where large numbers of nated. The needed response is not to of Kahlenberg’s proposal: “Because poor and minority students are isolated abandon express efforts to eliminate much of the nation’s concentration of in urban school districts, and middle- racial segregation and discrimination poverty is the result of racial discrimi- class and white students are isolated in by focusing instead on class. Progress nation in housing, any plan to reduce suburban districts, even the redistribu- is made only through determined ef- economic isolation will produce, as a tion of students with different incomes forts to expose discrimination and pro- positive byproduct, a fair measure of to different schools within their respec- mote understanding of its effects, and tive districts will not achieve appre- to insist that our society and govern- Even within mixed- ciable economic or racial integration. ment – including the selection of judges income schools, poorer Both school district boundaries and the – act to address them. distances from which these communi- Also, the suggestion that class-based students are placed in ties are removed from each other rep- integration enjoys wide support and is lower-level classes, with resent formidable barriers to integra- therefore achievable is belied by cur- instruction based on tion. rent conditions and experience. negative stereotypical In the end, housing segregation and Kahlenberg holds up as his model “one assumptions. the organization and financing of public type of successful school that Ameri- education are nearly insurmountable cans have been able to replicate time obstacles to racially and economically and time again ... those in which a integrated schools. Real efforts are majority of the students are middle- racial integration.” It is simply unre- needed to desegregate our nation’s class.” Ironically, those majority alistic to presume that integrating poor housing, led by the federal and state middle-class schools are largely the children into middle-class schools will governments that are so extensively product of economic as well as racial be perceived as anything different than involved in housing and lending mar- segregation in housing patterns that has integrating by race. When HUD’s kets. As well, characteristics of good created isolated middle-class suburban “Moving to Opportunity” program schools, such as those in Kahlenberg’s districts or middle-class enclaves proposed to move a modest number list and the economic and racial inte- within cities. Schools are a powerful of residents of predominately African gration he advocates, should guide a factor in housing choice, and middle- American Baltimore public housing reexamination and restructuring of class families have gone to great into individual market-rate units across public education. Too often, the struc- lengths and substantial expense to iso- the suburbs, the outcry led otherwise ture and delivery of public education late themselves in relatively homoge- liberal members of Congress to shut serve unfairly to stratify children, iso- neous middle-class communities re- the program down. lating poor and minority students from their middle-class and white peers, and apportioning grossly unequal re- PRRAC Research/Advocacy Grants Again Available! sources, curricula, instruction and ex- pectations. Separate and unequal has Via funding from The Joyce Foundation, PRRAC is able to make been unconstitutional at least since Brown another round of grants in the area of education reform. We are especially and has always been unjust. interested in the issue of high classroom turnover/mobility and its dispro- Public education should be redesigned portionately deleterious impact on low-income, minority and farmworker to promote the equitable and effective students – the issue about which we recently held a first-rate working con- development of all children, consistent ference at Howard Univ. Law School. But other issues will be considered with our mutual interest and democratic as well. values. Research, policy initiatives and Our grants are for social science research on the intersection of race advocacy should be directed to devel- and poverty that is tied to a concrete, planned advocacy agenda. Maxi- oping and executing structural reforms mum grant is $10,000. To apply, send us a letter proposal, outlining the to achieve truly democratic forms of planned research and research methodology, the advocacy work (of any public education. type) it is designed to support, along with a budget, timeline, and qualifi- Thomas J. Henderson cations of the researchers. We can, where needed, put advocacy groups in (thenders@ a PRRAC Board touch with appropriate researchers (and vice versa). There’s no deadline, lawyerscomm.org), but get your proposals to us soon, as we want to put these grant funds to member, is Chief Counsel/Senior work as quickly as possible. Deputy Director of The Lawyers’ Com- mittee for Civil Rights Under Law.

November/December 2001 • Poverty & Race • Vol. 10, No. 6 • 9 A Reply to the Responses by Richard D. Kahlenberg

The responses to my article, “So- 2. Social vs. Academic Reasons for ing white has more to do with class cioeconomic School Integration,” Integration than race. Controlling for class, they make a number of important points that Broadly speaking, there are two sets found that blacks do not cut classes, are themselves deserving of a reply. I of reasons to favor integrated schools: miss school or complete fewer home- group my comments around six academic (integration will raise student work assignments than whites. themes. achievement) and societal (integration (Of course, minority students and will make students better citizens and parents are more likely to be low-in- 1. Using Race in K-12 School Inte- more tolerant individuals and make the come – more likely to be waitresses gration vs. Higher Education Affir- country more unified). In my earlier than lawyers. Moreover, as john mative Action article, I emphasized the first objec- powell notes, “75% of those living in In the context of K-12 schooling, I tive, raising academic achievement, high poverty neighborhoods are mi- argue for “leading” with socioeco- which is mostly a matter of integrat- norities.” That’s precisely why eco- nomic integration because I think it is ing by class. There is little reason to nomic integration will produce a fair the central determinant of quality edu- think blacks need to sit next to whites amount of racial integration.) cation. Having said that, I also be- to learn, but there is ample reason to john powell’s article is right to high- lieve, where it is legally permissible, light the larger societal issue: that edu- that it is appropriate for school dis- Studies find that cation is more than about test scores tricts to consider race in student as- — it’s about citizenship, too. In my signment. I think the U.S. Supreme resources flow not by book All Together Now, I discuss the Court is likely to strike down the use race but by class. important benefits of both racial and of race in student assignment in the economic integration in teaching stu- very near future – except where race dents the meaning of democracy. This is used to remedy the vestiges of de think low-income students of all races is all the more relevant after Septem- jure segregation – but until it does, I will benefit from a middle-class school ber 11th. Integration by race is es- believe school districts in judicial cir- environment. Take a few of the ten sential if we want to teach tolerance; cuits that continue to allow the use of points I raised in my original article: anyone who thinks white racism is a race should do so. In the context of Schools do better when parents serve thing of the past is demented. I agree K-12 education, when Gary Orfield as powerful advocates for improve- with Ted Shaw that race continues to says class should be “a supplement to ments. Who is likely to be better at have meaning that “is distinct from, rather than a replacement for” race, I getting school needs met: an African even if connected to, the significance agree. American lawyer or a white waitress? of class” and with powell that “inte- The K-12 situation can be distin- Studies find that resources flow not by gration envisions the transformations guished from affirmative action at se- race but by class. According to the of the mainstream.” lective institutions of higher education U.S. Department of Education’s Con- (where I do think class should replace dition of Education 1998, in the 1993- 3. Segregation Between Schools vs. considerations of race), because at- 94 school year, high-income districts Segregation Within Schools tending a non-selective elementary or expended $7,027 per pupil, compared Thomas Henderson notes the goals secondary school doesn’t raise issues to $5,634 for low-income districts. of integration may be defeated if inte- of “merit” or “desert.” No student But districts with high percentages of grated school buildings are re-segre- can be considered to have “earned” his minority students actually spent some- gated by classroom. Gary Orfield also or her way into a non-selective K-12 what more than districts with low per- raises the issue that “children are of- institution; they are democratic insti- centages ($6,847 vs. $6,347). To take ten placed in lower-track classes, based tutions open to all. (The flip side is another example, highly motivated on racial assumptions by counselors that because no testing is involved in peers have a positive influence on any and teachers.” non-selective primary and secondary given child’s education. Conservatives Likewise, Makani Themba points education, the “racial dividend” of make a big deal out of the finding that out that magnet schools can sometimes economic integration – the degree to some low-income African Americans be segregated, so that certain students which economic integration produces deride achievement as “acting white,” have “their own staircase, corridor and racial integration — will be greater in but according to Philip Cook and Jens section in the cafeteria.” In All To- the K-12 context than in the higher edu- Ludwig’s national study, included in gether Now, I spend a fair amount of cation context.) The Black-White Test Score Gap, act- space addressing the complicated is-

10 • Poverty & Race • Vol. 10, No. 6 • November/December 2001 sue of ability grouping and tracking opportunity or an adequate education. integration, we must address the larger within integrated schools. I am This is an affirmative right that has issue of housing segregation. But we strongly opposed to separate magnet been interpreted to require changes in must also acknowledge that housing programs within larger schools, and I school financing within states, across integration is marginally more diffi- believe tracking must be tempered by district lines. But if finances are but cult to accomplish. Philosophically, equity considerations. I’m also one of ten factors important to getting middle-class Americans appear more strongly supportive of using Title VI an equal education (as outlined in my willing to redistribute opportunity of the 1964 Civil Rights Act to ensure prior piece), then state constitutions (education) than result (housing); and that ability grouping practices that may be read to require that poverty they may be more willing to send their have a disparate impact on minority concentrations be addressed. The children to integrated schools than to students must be fully justified as edu- Connecticut Supreme Court came live next door to low-income families. cationally valid. close to saying that, and a similar suit is now pending in Rochester, New 4. Politics vs. The Law York. I also very much like Thomas Conclusion I agree with the critique that says Henderson’s suggestion that new ef- socioeconomic integration is politically forts should be made to enforce Brown I will close where I began my first difficult to accomplish, though I think vs. Board of Education by pointing to article, in observing that anyone who it’s marginally less difficult than ra- documented harm that comes from cares about integration at all – by race cial integration and that creative use segregation, now that courts no longer or class – is up against a powerful po- of public school choice can overcome seem to believe those harms are “in- litical consensus that what matters is much of the opposition to forced “bus- herent.” quality, not integration. Discussions ing.” Gary Orfield cites the example about the relative salience of race and of the failed effort to promote socio- There is some intriguing class are important, but it is signifi- economic integration in Wausau, Wis- state law that could be cant that all six of us agree that school consin as evidence of the difficulty of used to fashion an argu- integration – by race and class – will achieving the goal. In fact, Wausau’s ment for socioeconomic make our country and our people stron- unsuccessful effort coupled integration ger. I happen to believe that for a va- by race and class; and its failure is con- integration on a state- riety of reasons, class is the central trasted to a contemporaneous success by-state basis. inequality, while my six colleagues ar- in nearby La Crosse, Wisconsin, gue that race is prior. Either way, the where a straight socioeconomic inte- law can’t be ignored, which is why a gration plan was adopted and remains 5. Choice vs. Coercion number of progressive communities in place. Teachers proved crucial to I agree with Themba that choice in that have strongly supported racial in- the political success of that program education by itself won’t produce in- tegration – from San Francisco, to and will be important allies in the po- tegration, even though it theoretically Charlotte, to Cambridge – are look- litical fight for economic school inte- frees us from school assignment that ing at the socioeconomic alternative. gration. reflects housing segregation. School What we have been doing hasn’t taken Having said that, it’s also impor- vouchers will make things worse. And us far enough; we have to explore new tant to look at the courts to promote even public school choice must be alternatives. integration. Orfield claims that socio- “controlled choice” – choice condi- economic integration “does not have tioned on the promotion of integration. Richard D. Kahlenberg (kahlenberg any enforceable basis in law,” while Ideally, choice should take place across @tcf.org), a senior fellow at The Cen- Themba contends I would “withdraw district lines, as Henderson notes. Hav- tury Foundation, is author of All To- the power of law from the efforts to ing said that, even integrating the sub- gether Now: Creating Middle-Class address class.” In fact, I agree with urbs would be important. While john Schools through Public School Choice S.M. Miller that we should seek new powell is correct to say that in the past (Brookings Institution Press, 2001) legal devices to promote integration. “blacks were excluded from choosing and The Remedy: Class, Race, and While there is no federal constitutional the ‘burbs,” today, 75% of African Affirmative Action (Basic Books, right to economically integrated Americans in the Washington, D.C. 1996). schools, there is some intriguing state area live in the suburbs. In Atlanta, law that could be used to fashion an the figure is 78%. Be sure to send argument for socioeconomic integra- tion on a state-by-state basis. In 6. Housing Remedies vs. School us items for our roughly half the states, state supreme Remedies Resources courts have found that state constitu- I also agree with powell and Section. tions require either equal educational Henderson that in addition to school

November/December 2001 • Poverty & Race • Vol. 10, No. 6 • 11 Director’s Report The Lawyers’ Committee for Civil Rights Under Law

by Thomas J. Henderson

The Lawyers’ Committee for to eliminate inequalities in curriculum Environmental Justice Civil Rights Under Law was formed and instruction in two school desegre- Project in 1963 at the request of President gation cases on behalf of African John F. Kennedy to involve the pri- American and Hispanic students. Last Our environmental justice work in- vate bar in providing legal services to year, we succeeded in resisting a school cludes litigation, policy advocacy and address racial discrimination. The district’s motion for a declaration of collaboration with community advo- primary mission of the Lawyers’ Com- “unitary status,” due to the need for cates to address discrimination and its mittee is to secure, through the rule of further curricular reform. The Com- effects in the exposure of African law, equal justice under law. The mittee is pursuing a new desegrega- American, Hispanic and Native Committee’s objective is to utilize the tion case in a Georgia school district, American communities to contamina- skills and resources of the private bar challenging segregation and inequal- tion and pollution that threatens their to obtain equal opportunity for mi- ity in instruction, as well as discrimi- health and safety. Our areas of focus norities by addressing factors that con- nation in discipline and other school include opposing discrimination in en- tribute to racial justice and economic policies. vironmental clean-up plans and the sit- opportunity. Given our nation’s his- The Committee has recently filed ing and permitting of facilities; chal- de jure amicus tory of racial discrimination, briefs in cases challenging the lenging patterns of segregation that de facto segregation and the inequi- use of race-conscious measures in expose minority communities to ad- ties that persist, the Committee’s pri- higher education in Georgia and verse environmental conditions; en- mary focus is to represent the interests Michigan, and assisted with litigation forcing environmental and related laws of African-Americans in particular, to resist the elimination of such mea- to protect communities of color; se- other racial and ethnic minorities, and sures in Florida. We are evaluating curing access to justice in relation to other victims of discrimination, where affirmative strategies to establish the environmental decision-making; and doing so can help secure justice for all need for and secure remedial race-con- advocating for equitable and effective racial and ethnic minorities. scious measures in higher education in enforcement policies. Florida and Georgia, including This summer, the last residents of through examination of the effects of Education Project a segregated public housing project systemic inequalities in K-12 educa- originally sited next to a foundry, and tion on the opportunity of minority on what was later a Superfund site, Our work in the area of educational students to qualify for and attend state were relocated to housing in racially equity includes litigation, policy ad- colleges and universities. integrated areas free of environmental vocacy, collaboration with educators We are also working with parent hazards. This result was obtained and social scientists, and providing in- and community groups in their efforts through the settlement of a Commit- formation and support for parent and to advocate for non-discriminatory tee suit against the EPA, local gov- community advocacy. Our areas of school environments and student dis- ernment officials and the corporate focus include challenging segregation cipline policies. This includes techni- owner of the adjacent site. The case and inequality in K-12 schooling (in- cal assistance, examination of non-dis- challenged as discriminatory and per- cluding curriculum and instruction, criminatory models, and supporting petuating de jure segregation a student discipline and resources); in- parent advocacy. The Committee is Superfund clean-up plan that would equalities in instruction and the out- also exploring the relationship between have left the housing project in place comes of student testing; the effects school discipline and the over-repre- in Portsmouth, Virginia. The reloca- of inequalities in K-12 instruction and sentation of minority children in the tion of a community located in disparities in higher education; and criminal justice system, and strategies Pensacola, Florida, continues as a re- defending race-conscious measures in to address the effects of discrimina- sult of EPA’s change in a similar clean- higher education. tory school policies on entrance into up plan, obtained through advocacy The Committee has secured relief the juvenile justice system. short of a lawsuit. The Committee

12 • Poverty & Race • Vol. 10, No. 6 • November/December 2001 recently submitted extensive comments Employment ability of employment for those whose to EPA advocating a proposed change Discrimination Project public assistance will end due to wel- in its policies regarding the use of re- fare reform, and examining the em- location in Superfund remedial plans, ployment practices of industries that In the area of employment discrimi- including an empirical analysis of ap- should provide a source of employ- nation, our work includes litigation, parent discrimination in the inclusion ment. In addition, we are developing policy advocacy – particularly with re- of relocation in past Superfund plans. strategies to address the effects of hous- spect to the federal enforcement agen- The Committee is also litigating ing segregation and access to employ- cies – and support and training in em- against the Bureau of Indian Affairs ment. ployment discrimination law and prac- and private corporations to enforce tice. The focus of our employment protections on the use of tribal lands work includes challenging disparate against an unlicensed petroleum waste Housing and Community impact discrimination in testing and facility on behalf of members of the Development Project other hiring and promotional devices; Cahuilla Band of Mission Indians in racial harassment and hostile work en- Anza, California. The Committee re- vironments; opposing mandatory ar- The Committee undertakes fair cently submitted amicus briefs sup- bitration systems that deprive employ- housing, fair lending and housing de- porting the court’s application of Title ees of access to the courts and com- segregation litigation; challenges dis- VI effects regulations in enjoining the plete remedies; and defending race- criminatory governmental action relat- permitting of a facility in Camden, conscious remedies. ing to housing, land use and commu- New Jersey. Last year, the Commit- The Committee has a number of nity development; advocates for regu- tee submitted extensive comments urg- cases in which testing and similar bar- latory and policy changes on behalf of ing more effective civil rights enforce- riers to the employment or promotion communities; seeks increased resources ment decisions in response to the of African Americans and Hispanics for communities; and provides trans- EPA’s proposed guidance on the ap- have been eliminated, including in actional legal assistance to non-profit plication of Title VI to permitting de- Texas, New York and New Jersey. We organizations in minority communi- cisions. have succeeded in obtaining class-wide ties. We are also preparing several suits damages for racial harassment in plants The precedent-setting case involv- against local governments to challenge in New York and Alabama. We con- ing the relocation of residents of a pre- patterns of housing segregation and tinue to pursue litigation of this type, dominately Black public housing discriminatory zoning and land use that often on behalf of public employees. project on a Superfund site noted have resulted in African Americans liv- We also are engaged in the defense above was a joint effort of the ing in communities with both operat- of race-conscious remedies for em- Committee’s Housing and Environ- ing and abandoned industrial, com- ployment discrimination throughout mental Justice Projects. Using legal mercial and waste disposal facilities the country. Many remedies for strategies developed to desegregate that adversely affect the environment proven discrimination are coming un- public housing, the Committee was and their health. We are also assisting der attack in recent years, and we are able to obtain remedies for environ- a Latino community in a Southwest- succeeding in defending those remedies mental discrimination. This settlement ern city advocate for relocation in the from “reverse discrimination” chal- marked the first time an existing face of past and future environmental lenges. We are litigating these issues Superfund cleanup plan was altered to effects of the expansion of the city air- in Mississippi, Texas, New York, address claims of racial discrimination port. Boston and elsewhere. In addition, in the location and maintenance of pub- In addition, the Committee is en- we continue to oppose efforts to deny lic housing in an area of environmen- gaged in collaborative efforts with access to the courts for employees who tal contamination. communities to enhance and support have suffered discrimination through The Committee also has successfully their advocacy. This work includes mandatory arbitration agreements. We achieved public housing desegregation technical assistance with respect to the have filed a number of amicus briefs remedies in Allegheny County, PA, substance and process of environmen- in the Supreme Court and lower courts and Miami-Dade County, FL, and is tal laws, collecting data, securing sci- opposing the application of these prosecuting a new case regarding pub- entific and technical expertise in ana- agreements to civil rights claims. In lic housing in Blakely, GA. In Sep- lyzing environmental conditions, and South Carolina, we successfully chal- tember, we began a two-year initia- support for effective community ad- lenged such agreements as unlawful, tive for the protection of public hous- vocacy. We are planning several com- resulting in the employer abandoning ing residents living in developments munity information and strategy ses- them. undergoing demolition or redevelop- sions with community and environ- We are developing a focus on the ment under the federally-funded mental partners to be held in Georgia relationship between welfare reform HOPE VI program. In addition, we and other locations. and employment, including the avail- (Please turn to page 14)

November/December 2001 • Poverty & Race • Vol. 10, No. 6 • 13 provide comments on public housing perienced by people of color in Florida tion; civil rights involvement in the regulations and participate in policy and other states across the nation. The judicial independence movement; pre- development discussions with HUD Committee is litigating the use of serving and defending affirmative ac- and other governmental and private or- punchcard ballots, voter roll purges, tion; researching and advocating ganizations. voter registration and voting precinct against limitations on the power of In other litigation, we are represent- practices in Florida, and is investigat- Congress; and adopting and extend- ing residents of a project-based Sec- ing such cases in other jurisdictions. ing international human rights law. tion 8 development who were harassed Together with other civil rights groups, The Committee began its Judicial and discriminated against based on the Committee has staffed election Independence and Access to the Courts their race. Our representation of mi- hotlines to provide information and project in 1999, seeking to engage the norities in the private rental market legal assistance, if necessary, to re- civil rights community with the grow- includes cases of refusal to rent to mi- spond to irregularities. ing number of national and state judi- norities and failure to maintain prop- The Committee, along with the cial independence groups in advanc- erty to which immigrants have been Brennan Center for Justice, has filed ing the mutually beneficial goal of an steered. suit seeking to overturn the constitu- independent and balanced judiciary. In the area of community develop- tional and statutory provisions in The Committee has sponsored brief- ment, we are working to develop in- Florida that prevent ex-felons from ings and discussions to identify the civil novative remedies and other economic voting. We are researching felon dis- rights concerns on this issue and pre- mechanisms for disadvantaged people enfranchisement provisions in other sented a paper toward building a strat- to improve their communities. Our states. In addition, the Committee egy that advances civil rights interests goal is to provide guidance and self- continues to litigate vote dilution cases in the struggle to preserve an indepen- empowerment skills to community seeking majority-minority districts, dent judiciary. Advancing these in- development corporations (CDCs) op- and is developing strategies to seek al- terests in the immediate context of fed- erating in and serving minority com- ternative election practices that would eral judicial nominations has also been munities. We also represent CDCs that prevent minority voting from being a focus of the Committee, in both the have been discriminated against in submerged. former and current Administrations the receipt of development funds, The Voting Rights Project is assist- and in Congress. As well, fighting including discrimination claims ing communities in the redistricting to preserve effective access to the against the City of Miami for ac- process at the congressional, state and courts has involved the Committee in tions taken against a Puerto Rican local levels, and if necessary, in cre- efforts to oppose changes in federal CDC. ating new plans that will promote procedural rules and legislative and Our policy initiatives include advo- equality and fairness for all voters. judicial restrictions on the authority and cacy in policy-making debates, includ- The Committee also has defended leg- reach of the courts that threaten the ing HUD’s oversight of housing au- islative districting plans across the na- ability of victims of discrimination to thorities; comments on proposed regu- tion that have expanded the ability of prove their case and obtain judicial re- lations relating to public housing de- blacks and Hispanics to elect candidates lief. concentration and operations; com- of their choice, and anticipates both In response to increasing efforts to menting on banking regulations affect- defending plans that empower minor- turn back the tide on affirmative ac- ing fair lending policies and practices; ity communities and litigating where tion, the Committee has continued and proposed regulations relating to plans dilute minority votes. playing an active role in ensuring that sexual harassment under the Fair this remedy remains available through Housing Act. litigation, amicus briefs, public policy Other Initiatives advocacy and efforts to inform and raise public awareness on the issue. In Voting Rights Project The Committee has developed a particular, the Committee co-spon- new strategy towards public policy sored a discussion among affirmative In light of the adverse effects of advocacy. Working with our Board action litigators last year and partici- electoral practices on racial minorities members and other civil rights orga- pates with other civil rights groups in made clear in the 2000 presidential nizations, our goal is to address pub- the public education efforts of Ameri- election, the Committee, in conjunc- lic policy issues that fall within the pa- can for a Fair Chance. tion with other civil rights organiza- rameters of our long-standing mission. Concerned with an increasing num- tions, has turned its attention to the In addition to the policy advocacy ber of Supreme Court decisions that disenfranchisement of African Ameri- identified above, the Committee has are restricting the power of Congress cans, particularly in Florida. Despite devoted significant effort to seeking a to enact and enforce civil rights legis- the fact that African Americans turned death penalty moratorium at the fed- lation, particularly as to states, the out to vote in record numbers, wide- eral and state level; passage of more Committee has undertaken extensive ranging voting irregularities were ex- effective federal hate crimes legisla- research on these constitutional issues,

14 • Poverty & Race • Vol. 10, No. 6 • November/December 2001 has filed amicus briefs and is prepar- ing analyses and briefing papers with which to inform Congress, interested PRRAC Update constituencies and the public of the “constitutional counter-revolution” that threatens the underpinnings of • In late September, PRRAC co- dent Clinton’s Race Initiative. civil rights legislation, New Deal so- hosted a meeting with Mike Miller NABRE’s mission is “to cultivate cial programs and national economic of San Francisco (not to be con- and nurture leaders in local racial regulation. fused with PRRAC Board member, reconciliation and social justice ac- Recently, we have also turned our S.M. “Mike” Miller), who has tivities by linking them, both elec- attention to international instruments taken over as editor of Social Policy tronically and in person, so they can and efforts to eliminate racial discrimi- magazine. With his long (40-year) share ideas, learn from each other’s nation and to improve the lives of involvement in community orga- experiences, and support each other people of color and women on a glo- nizing (SNCC, IAF, a wide range through difficult times.” Further bal scale. Toward that end, Lawyers’ of Bay Area groups, etc.) and as inf. about NABRE from 1090 Ver- Committee Board and staff partici- head of the Organizing Training mont Ave., #1100, Wash., DC pated in international preparatory con- Ctr., he wants the 30-year old quar- 20005-4928, 202/789-3539, ferences of Non-Governmental Orga- terly “to be a supportive and criti- mwenger @jointcenter.org nizations (NGOs) and governments cal voice of, for, among and to or- and attended the UN-sponsored World ganizers, leaders and others inter- • We thank the following for their Conference Against Racism, Racial ested in the full range of commu- welcome recent financial contribu- Discrimination, Xenophobia and Re- nity and labor organizing and so- tions to PRRAC (in some instances, lated Intolerance (WCAR), in Durban, cial movements for social, environ- explicitly labeled as tax refund South Africa in August and Septem- mental and economic justice and money): Daniel Klubock/Dorothy ber 2001. In addition, the Commit- democratic participation and con- Miller, Tony Schuman/Peggy tee prepared a report responding to the trol in public life.” The first issue Seip, Michael Tanzer/Hester U.S. report on implementation of the under his editorship is out; for Eisenstein, Marian Ware, Fred L. United Nations Convention to Elimi- subs., information, etc., contact Pincus/Natalie J. Sokoloff. nate Racial Discrimination (CERD), him at PO Box 1297, Pacifica, CA a proposed plan of action to implement 94044, [email protected]. • PRRAC Board member Judith CERD, and a survey of anti-discrimi- Johnson has left the DeWitt nation efforts by nations around the • PRRAC has joined – and Exec. Wallace-Readers Digest Fund in world. Further, we co-sponsored a Dir. Chester Hartman has been ap- order to become Superintendent of preparatory conference for U.S. pointed to the Steering Comm. of Schools for the Peekskill (NY) City NGOs and a workshop at the World – NABRE (the Network of Alli- School District. Congratulations! Conference on national anti-discrimi- ances Bridging Race & Ethnicity), nation legislation. We hope to con- a new formation, housed at the • We’ve gotten several calls from tinue and extend our efforts by advo- Joint Center for Political & Eco- folks who didn’t receive the Sept./ cating that the U.S. adopt international nomic Studies, and headed by Oct. P&R. If for some reason your standards and efforts and in cooperat- Michael Wenger, who served as copy didn’t arrive, let us know and ing with international human rights Deputy Director for Outreach & we’ll send a replacement. partners. Program Development for Presi-

Thomas J. Henderson (tenders@ lawyerscomm.org), a PRRAC Board member, is Chief Counsel/Senior Deputy Director of the Lawyers’ Com- mittee for Civil Rights Under Law.

November/December 2001 • Poverty & Race • Vol. 10, No. 6 • 15 Resources

When ordering items from and Glenn K. Omatsu, the Resources Section, (350 pp., 2001), docu- Please drop us a line letting us know how useful our please note that most ments the rich, little- Resources Section is to you, as both a lister and listings direct you to contact known history of Asian requester of items. We hear good things, but only an organization other than American activism during sporadically. Having a more complete sense of the PRRAC. Prices include the the years 1965-2001. $20 effectiveness of this networking function will help us shipping/handling (s/h) from the UCLA Asian greatly in foundation fundraising work (and is awfully charge when this informa- Amer. Studies Ctr. good for our morale). Drop us a short note, letting us tion is provided to PRRAC. (headed by PRRAC Board know if it has been/is useful to you (how many “No price listed” items member Don Nakanishi), requests you get when you list an item, how many often are free. 3230 Campbell Hall, Box items you send away for, etc.) Thank you. 951546, LA, CA 90095- When ordering items from 1546, 310/825-2974, PRRAC: SASE = self- [email protected] [2394] • “The Persistence of 2138, 310/393-0411, addressed stamped White Privilege & x7516, Julie_DaVanza envelope (34¢ unless • “Act, Memory, Institutional Racism in @rand.org [2434] otherwise indicated). Voice,” is the special US Policy: A Report on Orders may not be placed (Vol. 27, No. 1) issue of US Government Compli- • Civilrights.org, is the by telephone or fax. Amerasia Journal (pub- ance with the Internatl. new social justice website Please indicate which lished by the UCLA Convention on the of the Leadership Conf. issue of you are P&R Asian American Studies Elimination of All Forms on Civil Rights, contain- ordering from. Ctr., headed by PRRAC of Racial Discrimina- ing all kinds of useful Board member Don tion,” ed. Makani material. Check it out. We’re still working Nakanishi) on the South Themba, (May 2001), is [2372] out some bugs in our Asian experience in available (no price listed) new website-linked America, addressing from the Applied Re- • The President’s system of entering cultural, historical & search Ctr., 3781 Broad- Advisory Commn. of the Resources, so there social justice issues. $17 way, Oakland, CA 94611, White House Initiative are still some un- from the Ctr., 3230 510/653-3415. Website: on Asian Americans & avoidable formatting Campbell Hall, LA, CA www.arc.org [2393] Pacific Islanders, In glitches that we hope 90095-1546, 310/825- 1999, Pres. Clinton, via to solve by the time 2968, [email protected] • “America Becoming: Exec. Order 13125, of our next issue. [2330] The Growing Complexity created this body to of America’s Racial increase opportunities & • “A Guide to Arab Mosaic,” is a 2001 Policy improve the quality of Americans,” published Brief from RAND’s life of Asian Americans & Detroit Free Press Race/Racism by the , Population Matters Pacific Islanders through is available through the program; available from increased participation in Network of Alliances [email protected]. federal programs in which • Yellow: Race in Bridging Race & It summarizes the findings they are now America Beyond Black & Ethnicity (NABRE); of the two volume Natl. underserved. In Aug. White, by Frank H. Wu, contact mwenger@ Research Council report, 2001, Pres. Bush ap- will be published (Dec. jointcenter.org to request America Becoming: pointed 14 new commis- 2001/Jan. 2002) by Basic it. [2380] Racial Trends & Their sioners to replace the Books. [2306] Consequences. [2433] Clinton appointees. • “In a Time of However, don’t expect • Ama: A Story of the Broken Bones: A Call to • “A Demographic much: the Commn. has no Atlantic Slave Trade, by Dialogue on Hate Perspective on Our operating budget, and Manu Herbstein, is a 450- Violence & the Limita- Nation’s Future,” by Bush’s FY2002 budget page novel by a South tions of Hate Crimes Peter Morrison, (49 pp., includes no funds either. African who has spent Legislation,” a Justice July 2001) is available at [2333] most of his time in Visions Working Paper, is http://www.rand.org/ Ghana. Ordering inf. from available (no price given) labor/popmatters. For • State of the Black http://www.ama. from the Amer. Friends more inf. about RAND’s World Conf., will be africatoday.com, click on Service Comm., 215/241- Population Matters held Nov. 28-Dec. 2 in ORDER_AMA. [2370] 7126. [email protected] project and their publica- Atlanta. Inf. from 866/ Website: http///www. tions, contact Dr. Julie 285-7629. [2406] • Asian Americans: The afsc.prog/JusticeVisions. DaVanzo, RAND, 1700 Movement & the Mo- htm [2390] Main St., PO Box 2138, ment, eds. Steve Louie Santa Monica, CA 90407-

16 • Poverty & Race • Vol. 10, No. 6 • November/December 2001 Poverty/ • “On the Move? A is available on The Urban Food Stamp, Medicaid & County by County Inst. website (www. SCHIP Participation,” Welfare Review of Welfare urban.org) under “What’s by Kathleen Maloy, Transporation Policies in New” [2259] Allison Logie and Lara • Welfare Racism: NY State,” by Amanda Petrou Green, (March Playing the Race Card Hiller, is a March 2001 • “Welfare Reform’s 2001), a Mathematica Against America’s Poor, report from the Gtr. Impact on the Failure Policy Research report, is by Kenneth J. Neubeck Upstate Law Proj. Rate of Nonprofit available at http:// and Noel Cazanave, (288 Available at www. Human Service Provid- www.mathematica- pp.), has been published wnylc.com [2230] ers” and “Human Service mpr.com/PDFs/ by Routledge; the Nonprofits in Met. Areas redirect.asp?strSite= authors’ “Fighting • “Reality Check: The During Devolution & indianafinal.pdf [2340] Welfare Racism” was the Reality of Welfare Welfare Reform,” by lead article in the March/ Reform for Families in Eric Twombly, (Aug. • “State of Maine: April 2001 P&R. [2316] Washington State,” is a 2001), are available on Strategies for Improving Fall 2000 report from the The Urban Inst. website Food Stamp, Medicaid & • “How Can We Statewide Poverty Action (www.urban.org), under SCHIP Participation,” Encourage Job Retention Network. Exec. Summary “What’s New” [2261] by Robin Dion, Gary & Advancement for available from SPAN, PO Hyzer and Charles Welfare Recipients?,” by Box 31151, Seattle, WA • “Place, Race & Nagatoshi, (Dec. 2000), a Harry Holzer and 98103, 206/694-6794, Work: The Dynamics of Mathematica Policy Douglas Wissoker, an 8- [email protected]. Welfare Reform in Research report, is page, 2001? article, is On web at www. Metropolitan Detroit,” available at http:// available (likely free) freemontpublic.org/ by Scott W. Allard, is a www.mathematica- from The Urban Inst., SPAN/publications. 10-page, Sept. 2001 mpr.com/PDFs/ 202/261-5702, paffairs html#reports. [2231] Brookings Inst. report, redirect.asp?strSite= @ui.urban.org. Website: available (likely free) mainefinal.pdf [2341] www.urban.org [2384] • “Looking Ahead to from their Ctr. on Urban 2002: The Five Year & Met. Policy, 1775 • “Welfare Recipients’ • “Wisconsin Works TANF Time Limit,” is a Mass. Ave. NW, Wash., Attitudes toward Wel- (W-2) Program: An 2001 report on Pennsyl- DC 20036-2188, 202/ fare, Nonmarital Child- Evaluation,” an April vania from Community 797-6000. Website: bearing & Work: 2001 report from the Legal Services. Available www.brookings.edu Implications for Re- state’s Legislative Audit at www.clsphila.org [2300] form,” by Richard Bureau, is available on [2232] Wertheimer, Melissa the web: www.legis. • “Welfare Reform: Long and Sharon state.wi.us/lab/reports/01- • “Welfare Reform: Challenges in Maintain- Vandivere, is a 5-page, 7tear.htm [2226] How Do We Define ing a Federal-State June 2001 Urban Inst. Success,” by Stephanie R. Fiscal Partnership,” is a report, available (free) • “Post-TANF Food Niedringhaus, is a 40- 159-page, Aug. 2001 from the Inst., 2100 M St. Stamp & Medicaid page, 2001 report from GAO report (GAO-01- NW, Wash., DC 20037, Benefits: Factors That Network; 1st copy free, 828), available, free, from 202/261-5687. Aid or Impede Their $5 addl. cc. (bulk rates USGAO, PO Box 37050, [email protected] Receipt,” by Mary Clare avail.) from Network Wash., DC 20013, 202/ [2342] Lennon, Juliana Blome Educ. Prog., 801 Penn. 512-6000. [2326] and Kevin English, is a Ave. SE, #460, Wash., • “Welfare, Housing & Jan. 2001 report from the DC 20003-2167, 202/ • “Welfare Reform & Employment: Learning Manpower Demonstration 547-5556, x10. Website: Opportunities for from Jobs-Plus Demon- Research Corp. Available www.networklobby.org Collaboration Between stration,” is a 4-page, at www.mdrc.org [2227] [2245] Welfare & Child Wel- May 2001 MDRC Policy fare Agencies,” by Brief, available (likely • “Depression & Low- • “Poverty & Family Jennifer Ehrle, Karin free) from the Manpower Income Women: Chal- Budget,” is a July 2001 Malm, Lynn Fender and Demonstration Research lenges for TANF & online issues guide, from Roseana Bess, is a 23- Corp., 16 E. 34 St., Welfare-to-Work the Econ. Policy Inst., on page, Aug. 2001 report, NYC, NY 10016, 212/ Policies,” by Mary Clare poverty measurement & available (likely free) 532-3200. Website: Lennon, Juliana Blome basic family budgets: from The Urban Inst., www.mrdc.org [2363] and Kevin English, is a http://.www.epinet.org/ 2100 M St. NW, Wash., March 2001 report from issueguides/poverty/ DC 20037, 202/833- • “A Rural Study of the Natl. Ctr. for Chil- poverty.html. [2251] 7200, paffairs@ui. Poverty & Welfare dren in Poverty. Avail- urban.org Website: Reform,” by John M. able at www. • “Designing Tax Cuts www.urban.org [2328] Eberhard, (update; 34 researchforum.org [2229] to Benefit Low-Income pp., March 2001), is Families,” by Frank J. • “State of Indiana: available (possibly free) Sammartino, (Aug. 2001) Strategies for Improving from Delaware Opportu-

November/December 2001 • Poverty & Race • Vol. 10, No. 6 • 17 nities, Inc., 47 Main St., TANF Recipients” (Sept. • “Making Welfare also available. Website: Delhi, NY 13753. Their 2001). [2424] Reform Work Better; www.policylink.org earlier study, “The Improving TANF [2239] Changing Face of Welfare • “Case Studies on Program Results for in the 1990s, Delaware Rural Housing & Recipients with Alcohol • “Less Cost, More County, NY, 1995 to Welfare Reform,” is & Drug Problems,” by Safety: Guiding Lights 1999” (38 pp., March available ($7) from the Gwen Rubenstein of the for Reform in Juvenile 2000), is also available. Housing Asst. Council, Legal Action Ctr. (2001), Justice,” is a 66-page, [2373] 202/842-8600, luz@ is available via fax 2001 report, available ruralhome.org. Case request: 202/544-5712. ($5) from the Amer. • “Welfare Reform’s studies are presented from Website: http:// Youth Policy Forum, Impact on Adolescents: AR, CA, IN, NY, ND, VT www.lac.org [2420] 1836 Jefferson Pl. NW, Early Warning Signs,” & VA. [2396] Wash., DC 20036, 202/ by Jennifer Brooks, • “Designing Tax Cuts 775-9731. It profiles Elizabeth Hair and • “TANF Reauthoriza- to Benefit Low-Income initiatives in CA, FL, Martha Zaslow, is an 8- tion: The View from Families,” is a 2001 MS, MO, TN, TX, WA page, July 2001 Research Project Match,” by Toby Urban Inst. report, and WI. Website: Brief available (no price Herr and Susan Wagner, available from them: www.aypf.org [2319] listed) from Child Trends, is a 2-page, Aug. 2001 2100 M St. NW, Wash., 4301 Conn. Ave. NW, report, available (likely DC 20037, 202/261- • “Aging Behind Bars: #100, Wash., DC 20008, free) from Project Match, 5709, paffairs@ui. ‘Three Stikes’ Seven 202/362-5580. Website: 420 N. Wabash Ave., urban.org [2427] Years Later,” by Ryan S. www.childtrends.org Chicago, IL 60611, 312/ King and Marc Mauer, an [2387] 755-2250. Website: • National Listening & Aug. 2001 report, is www.pmatch.org [2399] Discussion Sessions with available (possibly free) • “Welfare Research HHS Asst. Sec. for from The Sentencing Perspectives: Past, • “Welfare Reform & Children & Families Project, 514 10th St., Present & Future - 2001 Opportunities for Wade Horn, The first #1000, Wash., DC ed.,” by Barbara Blum Collaboration Between such session was held in 20004, 202/628-0781, and Jennifer Farnsworth Welfare & Child Wel- Atlanta Sept. 24; later [email protected] Francis, (24 pp., Aug. fare Agencies,” by sessions are scheduled Website: www. 2001), is available (no Jennifer Ehrle, Karin (may already have been sentencingproject.org price listed) from the Malm, Lynn Fender and held) in Chicago, Dallas, [2417] Natl. Ctr. for Children in Roseana Bess, (Aug. NY and SF. Inf. from Poverty, 154 Haven Ave., 2001) is available on The 202/401-9215. [2397] • Update On Felon NYC, NY 10032-1180, Urban Inst. website: http:/ Disenfranchisement 212/304-7132, info@ /newfederalism.urban.org/ • Secrets of Silicon Activities:, An Oct. 2001 researchforum.com. html/occa53.html [2410] Valley, by Deborah packet of materials is [2389] Kaufman and Alan available (possibly free) • “Recent Changes in Snitow, is a 2001 docu- from Marc Mauer at The • “From Caseload Wisconsin Welfare & mentary on Silicon Sentencing Proj., 514 Reduction to Poverty Work, Child Care & Valley, portraying the 10th St., #1000, Wash., Reduction: A Fresh Child Welfare Systems,” dark side of the electron- DC 20004, 202/628- Vision for TANF Reau- by Jennifer Ehrle, Kristin ics industry & the new 0871, staff@ thorization,” by Deepak Seefeldt, Kathleen Snyder economy. For inf., sentencingproject.org Bhargava, Peter Edelman, and Pat McMahon, (Sept. contact amsnitow@ Website: www. Cindy Mann and 2001) is available on The igc.org. [2435] sentencingproject.org Charlene Sinclair, (Aug. Urban Inst. website. [2313] 2001), is available from Website: http:// the Natl. Campaign for newfederalism.urban.org/ Criminal Economic/ Jobs & Income Support at html/WI_update.html Justice Community the Ctr. for Comm. [2412] Change, 1000 Wisconsin Development Ave. NW, Wash., DC • “How Children Fare • “Community- 20007, 202/342-0519. in Welfare Experiments Centered Policing: A • “Exposing Urban Alsa available from them: Appears to Hinge on Force for Change,” is a Legends: The Real “Invest in Families: Income,” by Arloc 2001, 180-page report Purchasing Power of Poverty Reduction, Not Sherman, (2001), is from PolicyLink in Central City Neighbor- Caseload Reductions - A available on the partnership with the hoods,” by John Grassroots Agenda for Children’s Defense Fund Advancement Project. Pawasarat and Lois M. TANF Reauthorization” website. Website: http:// Likely free from Quinn, is a June 2001, (July 2001); “Leaving www.childrensdefense.org/ PolicyLink, 101 Broad- 22-page report, available Welfare Behind: Employ- release010822.htm [2419] way, Oakland, CA 510/ (likely free) from the ment Status, Income & 663-2333; a 19-page Brookings Inst. Ctr. on Well-Being of Former Summary Document is

18 • Poverty & Race • Vol. 10, No. 6 • November/December 2001 Urban & Met. Policy, the Natl. Neighborhood Clearinghouse on Rural • “Lessons from 1775 Mass. Ave. NW, Coal., has been resched- Educ. & Small Schools, Maine: Education Wash., DC 20036-2188, uled for Nov. 28, still in 800/624-9120, Vouchers for Students 202/797-6000; online at DC. Inf. from NNC, [email protected] [2235] since 1973,” by Frank www.brookings.edu/ janice@neighborhoodcoalition. Heller, is a 16-page, Sept. urban [2238] org Website: www. • “Standards-Based 2001 Cato Inst. report, neighborhoodcoalition.org Reform & Amer. Indian/ available (likely free) • “Sharing the Wealth: [2381] Alaska Native Educa- from the Inst., 1000 Resident Ownership tion,” by Sandra Fox, is a Mass. Ave. NW, Wash., Mechanisms,” by Sept. 2001 Digest, DC 20001, 202/842- Heather McCulloch, is a Education available from ERIC 0200, or http:// 168-page, 2001 report Clearinghouse on Rural www.cato.org/pubs/briefs/ from PolicyLink. Avail- • Improving Rural Educ. & Small Schools, bp-066es.html [2307] able (likely free) from School Facilities: Design, 800/624-9120, them at 101 Broadway, Construction, Finance & [email protected]. [2237] • “Raising Minority Oakland, CA 94607, 510/ Public Support, eds. Academic Achievement: 663-2333. Website: Sarah Dewees and • “Saved By An A Compendium of www.policylink.org Patricia Cahape Hammer, Education: A Successful Education Programs & [2288] contains 7 papers pre- Model for Dramatically Practices,” is a 2001 sented at the March 1998 Increasing High School report, available ($10) • “Strengthening Natl. Working Conf. on Graduation Rates in from the Amer. Youth Neighborhoods by Improving Rural School Low-Income Neighbor- Policy Forum, 1836 Creating Long-Term Facilities. Published by hoods,” is a 60-page, Jefferson Pl. NW, Wash., Family Assets,” the AEL, Inc., but contact May 2001 report, DC 20036, 202/775- Summer 2001 issue of ERIC Clearinghouse on available ($13) from the 9731. Website: NeighborWorks, contains Rural Educ. & Small Ctr. for Comm. Change, www.aypf.org [2320] the edited proceedings of Schools for ordering inf.: 1000 Wisconsin Ave. an April 2001 Neighbor- 800/624-9120, NW, Wash., DC 20007, • “Education & hood Reinvestment Corp. [email protected]. [2233] 202/342-0594. [2246] Community Building: symposium. The 107-page Connecting Two issue is available (free - as • Voices Joined: A • “School Reconstitu- Worlds,” by Jeanne Jehl, is a sub. to the journal) Popular Education Guide tion”: DC VOICE Martin J. Blank and from NRC, 1325 G St. for Emerging Leaders, (District Community Barbara McCloud, is a NW, #800, Wash., DC (2001?) is available Voices Organized & 32-page, 2001 report 20005, 202/220-2366. ($28.50) from ALLY, Informed for Change in from the Inst. for Educ. [email protected] 1216 E. McMillan Ave., Education) has a research Leadership, available ($9) [2365] #202, Cinn., OH 45206, paper, by Mary Levy, from the Inst., 1001 513/221-2822, describing local efforts at Conn. Ave. NW, #310, • “Community Devel- [email protected] reconstitution & national Wash., DC 20036, 202/ opment Block Grants,” A [2324] research, including a 822-8405, [email protected] program guide/outline history of reconstitution [2321] has been updated and • Raising Standards or & lessons from research now is available in Raising Barriers: In- & other literature. • “Community Spanish as well. Contact equality & High-Stakes Available from them, Schools: Partnerships for Ed Gramlich at the Ctr. Testing in Public Educa- 202/986-8535. Website: Excellence,” is a 15- for Comm. Change, tion, eds. Gary Orfield www.dcvoice.org [2257] page, 2001(?) report, [email protected], and Mindy Kornhaber, available (possibly free) Website: www. (2001), from the Harvard • “The Arizona from the Coal. for Comm. communitychange.org Civil Rights Project, is Scholarship Tax Credit: Schools, c/o Inst. for [2430] available ($12.95) from Giving Parents Choices, Educ. Leadership, 1001 The Century Fdn., 800/ Saving Taxpayers Conn. Ave. NW, #310, • “Reclaiming Eco- 552-5450. Drafts of many Money,” by Carrie Lips Wash., DC 20036, 202/ nomic Development”, of the papers are avail- and Jennifer Jacoby, is a 822-8405, x45. sponsored by Good Jobs able at http://www.law. 27-page, Sept. 2001 [email protected] Website: First, will be held July harvard.edu/civilrights/ report from the Cato www.communityschools. 11-13, 2002, in a location conferences/testing98/ Inst., available (likely org [2322] (still to be determined) drafts.html [2378] free) from them, 1000 near the Baltimore-Wash. Mass. Ave. NW, Wash., • “Educational Airport. Inf. from • “Latinos in DC 20001, 202/842- Achievement & Black- [email protected] [2243] Postsecondary Educa- 0200; http:// White Inequality,” by tion: Institutional www.cato.org/pubs/pas/ Jonathan Jacobson, Cara • Smart Growth & Influences,” by Carlos pa-414es.html Website: Olsen, Jennifer King Community Develop- Nevarez, is a Sept. 2001 www.cato.org [2291] Rice, Stephen Sweetland ment: Working Together Digest, available (no and John Ralph, (June Smartly, sponsored by price listed) from ERIC 2001) is available from

November/December 2001 • Poverty & Race • Vol. 10, No. 6 • 19 Mathematica Policy • “Teachers as Agents • Low-Wage Workers Burghardt, Peter Z. Research: http:// of Change: Preparing in the New Economy, eds. Schochet, Sheena www.mathematica- for Global Citizenship,” Richard Kazis and Marc McConnell, Terry mpr.com/PDFs/ sponsored by The S. Miller, (386 pp., Sept. Johnson, R. Mark Gritz, redirect.asp?strSite=b1- Fielding Grad. Inst. 2001, $35.50), is avail- Steven Glazerman, John whinequal.pdf [2335] School of Educ. Leader- able from The Urban Homrighausen and ship & Change, Nov. 8- Inst., 877/UIPRESS. Russell Jackson, (June • “Charter School 11, 2001, in Denver. [2382] 2001), is a Mathematica Laws Across the States: Among the keynote Policy Research report, Ranking Score Card & speakers: Linda Darling- • “Are Single Mothers available at Legislative Profiles,” a Hammond. Inf. from the Finding Jobs Without www.mathematica- 4-page, 2001? report is Inst., 2112 Santa Barbara Displacing Other Work- mpr.com/PDFs/ available (possibly free) St., Santa Barbara, CA ers?,” by Robert I. redirect.asp?strSite= from the Ctr. for Educ. 93105, 800/340-1099, Lerman and Caroline jobsummfinal.pdf [2336] Reform, 1001 Conn. Ave. www.fielding.edu [2293] Ratcliffe, appeared in the NW, Wash., DC 20036, July 2001 Monthly Labor • “A Local Ladder for 800/521-2118, www. • “Community Educa- Review. Reprints of the the Working Poor: The edreform.com/preesss/ tion - A Beacon for All 10-page article are Impact of the Earned 2001/ranking.htm [2367] Ages,” sponsored by the available (likely free) Income Tax Credit in US Natl. Comm. Educ. Assn., from 202/261-5702, Met. Areas,” an Oct. • “Opening Doors: will be held Nov. 17-20, [email protected] 2001 Brookings Inst. Expanding Educational 2001 in Charleston, SC. [2383] report, is available at Opportunities for Low- Richard Riley is the final http://www.brookings. Income Workers,” by keynote speaker. Inf. • “Low Benefit edu/urban [2359] Susan Golonka and Lisa from NCEA, 3929 Old Recipiency in State Matus-Grossman, a 51- Lee Hwy., #91-A, Unemployment Insurance • “Unemployment page, May 2001 report, is Fairfax, VA 22030-2401, Programs,” by Wayne Insurance & Welfare available (possibly free) 703/359-8973, Vroman, is a 3-page, Oct. Recipients: What Hap- from the Manpower [email protected] [2395] 2001 Exec. Summary of a pens When the Recession Demonstration Research forthcoming US Dept. of Comes?,” by Harry Corp., 16 E 34 St., NYC, • School Choice: Labor report. Available Holzer, (2001), is NY 10016-4326, 212/ Public Ed at a Cross (likely free) from The available on The Urban 532-3200. Website: Roads, will be held May Urban Inst., 202/261- Inst. Website: http:// www.mrdc.org [2369] 9-11, 2002 at the Univ. of 5702, paffairs@ui. newfederalism.urban.org/ Calgary. A call for papers urban.org [2385] html/anf_a46.html [2404] • “Schools More has been issued, with a Separate: Consequences Nov. 30 deadline. • “Executive Excess • “Who Knows About of a Decade of Proposals (+ conf. inf.) 2001: Layoffs, Tax the Earned Income Tax Resegregation,” by Gary from Dr. Lynn Bosetti, Rebates & the Gender Credit?,” by Katherine Orfield, is a July 2001 Fac. of Educ., Univ. of Gap,” is the 8th annual Ross Phillips, (2001), is report, available from Calgary, 2500 University study (2001) on the CEO- available on The Urban The Harvard Civil Rights Dr. NW, Calgary, AB, worker pay gap, from the Inst. Website: http:// Proj., 124 Mt. Auburn Canada T2N 1N4, Inst. for Policy Studies & newfederalism.urban.org/ St., Cambridge, MA [email protected] United for a Fair html/anf_a46.html [2405] 02138, 617/496-6367, [2242] Economy. To order, [email protected] contact Betsy Wright, • “Hidden in the Website: www.law. 617/423-2148, x13, Home: Abuse of Domes- harvard.edu/civilrights Employment/ bleondar-wright@ tic Workers with Special [2413] Jobs Policy ufenet.org [2331] Visas in the US,” is a June 2001 Human Rights • The Rural Education • Raise the Floor: • “Workforce Develop- Watch report, available Finance Ctr., has just Wages & Policies That ment: Individual Train- from 202/612-4321, - been established (Aug. ing Accounts,” is the 4339. [2414] Work for Us All, by 2001) to address the fund- subject of a 2001 report Holly Sklar, Laryssa ing needs of the nation’s from the Ctr. for Law & Mykyta and Susan rural schools. Director is Social Policy: Wefald, (2001), has been Families/ Gregory Malhoit, for- www.CLASP.org/pubs/ published by the Ms. merly of the NC Justice & jobseducation/ Women/ Foundation for Women, Comm. Dev. Ctr. (a ITAPreliminaryMay2001. Children 120 Wall St., 33rd flr., PRRAC grantee). Contact pdf [2332] them at 3344 NYC, NY 10005, 212/ 742-2300, x329, ngrip • “Career & Academic Hillsborough St., #302, • “Does Job Corps @ms.foundation.org. Guidance for American Raleigh, NC 27607, 919/ Work? Summary of the $13.95 (exam/review cc. Indian & Alaska Native 833-4541, greg.malhoit National Job Corps and bulk order pricing Youth,” by Charmaine L. @ruraledu.org [2429] Study,” by John available). [2323] Shutiva, is a Sept. 2001 20 • Poverty & Race • Vol. 10, No. 6 • November/December 2001 Digest, available from Nelson, a 7-page, June available on The Urban from Calif. Newreel, 149 ERIC Clearinghouse on 2001 Urban Inst. report, Inst. Website: http:// Ninth St., #420, SF, CA Rural Educ. & Small is available (free) from newfederalism.urban.org/ 94103, 415/621-6196. Schools, 800/624-9120, the Inst., 2100 M St. NW, html/op42/occa42.html Also available: Nuyorican [email protected] [2236] Wash., DC 20037, 202/ [2403] Dream (82 mins., 2000, 261-5687, pubs@ui. Laurie Collyer, dir.), a • “Federal Expendi- urban.org. Website: • “America’s Children film on Puerto Ricans tures on Children: 1960- www.urban.org [2344] Still at Risk,” (521 pp., living on the mainland 1997,” by Rebecca Clark, 2001, $24.99) is available and their relationship to Roslalind Berkowitz “Seven Best State from the Amer. Bar Assn., island culture; Legacy (90 King, Christopher Spiro Initiatives Helping 740 15th St. NW, Wash., mins., 2000, Tod S. and C. Eugene Steurle, is Children & Families,” (4 DC 20005, 202/662- Lending, Dir.), on a a 19-page, April 2001 pp., 2001?) is available 1675, www.abanet.org/ teenager living in report from the Urban (probably free) from the unmet [2421] Chicago public housing. Inst. Likely free from Children’s Rights Coun- Same price for each, with 202/833-7200, cil, 300 Eye St. NE, • “America’s Children: $395 price for all 3 [email protected]. #401, Wash., DC 20002, Key Natl. Indicators of videos. [2225] [2240] 202/547-6227. Website: Well-Being, 2001,” (125 www.gocrc.com [2366] pp., July 2001) is avail- • “Confronting able (likely free) from the Food/ Chronic Neglect: The • “Getting There, Natl. Maternal & Child Nutrition/ Education & Training of Getting Care: Transpor- Health Clearinghouse, Health Professionals on tation & Workforce 2070 Chain Bridge Rd., Hunger Family Violence,” eds. Barriers to Child Care in #450, Vienna, VA 22182, Felicia Cohn, Marla E. America,” by Roy Grant, 888/434-4624, • “Welfare Reform & Salmon and John D. Dennis Johnson, Irwin [email protected]; also Food Assistance,” is the Stobo, is a (ca.) 300-page, Redlener and Joan Winer available at http:// subject of the July 2001 Nov. 2001 publication Brown, a 44-page, childstats.gov [2431] edition of FoodReview from the Inst. of Medi- 2001(?) report from the magazine, published by cine. $44.45 from Natl. The Children’s Health • “Scarves of Many the US Dept. of Agricul- Academy Press, 888/624- Fund, is available (no Colors: Muslim Women ture Econ. Research 7645. [2241] price listed) from the & the Veil,” is an audio- Service. $24+s/h from Fund, 317 E. 64 St., tape (24-mins.) & curricu- 703/605-6220 (request • “Tracking the Well- NYC, NY 10021, 212/ lum (54 pp.) to engage ERSFR24-1) or free at Being of Children & 535-9400. [2371] students in thinking www.ers.usda.gov/ Youth at the State & critically about stereo- publications/FoodReview/ Local Levels Using the • “Who’s Caring for types of “covered” jan2001 [2392] Federal Statistical Our Youngest Children? Islamic women, from System,” by Brett V. Child Care Patterns for NECA (the Network of • “Immigrant Access Brown, is a 25-page, Infants & Toddlers,” by Educators on the Ameri- to Food Stamps: Over- Sept. 2001 report avail- Jennifer Ehrle, Gina cas). $15+ s/h from 800/ coming Barriers to able (likely free) from Adams and Kathryn Tout, 763-9131, www. Participation,” by Sonya The Urban Inst., 2100 M (2001) from The Urban teachingforchange.org/ Schwartz, appeared in the St. NW, Wash., DC Inst., is available at catalog.html, search for Sept./Oct. 2001 Clearing- 20037, 202/833-7200, Website: http:// “Scarves.” [2379] house Review: J. of [email protected] newfederalism.urban.org/ Poverty Law & Policy. Website: www.urban.org html/op42/occa42.html • National Survey of Inf. from the Natl. Ctr. on [2329] [2401] America’s Families:, Poverty Law, 205 W. 1999 Data Files are Monroe St., 2nd flr., • “ ‘Honey, I’m • “State Child Care available on The Urban Chicago, IL 60606-5013, Home.’ Changes in Profiles for Children & Inst. website: http:// 312/263-3830, Living Arrangements in Employed Mothers,” are newfederalism.urban.org/ [email protected]. the Late 1990s,” by available for AL, CA, FL, nsaf/index.htm [2407] Website: www. Gregory Acs and Sandi MA, MI, MN, MS, NJ, povertylaw.org [2418] NY, TX, WA, WI. On the • Big Mama, is a 40- Urban Inst. website: http:/ min., 2000 video, • “Estimating the Remember /newfederalism.urban.org/ produced/directed by Number of People to send us html/state_focus.html Tracey Seretean, on the Eligible for WIC & the [2402] growing phenomenon of items Full-Funding Participa- grandparents who are tion Rate: A Review of for our • “Child Care Ex- raising their children’s the Issues,” by Ann Resources penses of America’s children. $195 ($49.95 Gordon, Rebecca Kliman, Families,” by Linda for grandparent support James Ohls, Jacqueline Section Giannarelli and James gps., nursing homes, sr. Anderson and Kristin Barsimantov, (2001), is ctrs., retirement comms.) LaBounty, is a Feb. 1999 November/December 2001 • Poverty & Race • Vol. 10, No. 6 • 21 Mathematica Policy www.mdrc.org [2388] from Families USA, 1334 Roisman, (PRRAC Board Research report, available G St. NW, Wash., DC member) appeared in vol. (likely free) from 609/ • “Three Years into 20005, 202/628-3030, 23 of the Western New 275-2350. [2337] SCHIP: What States Are [email protected] England Law Review. & Are Not Spending,” by [2398] Free reprints available • “Good Farming, Genevieve M. Kenney, from [email protected] Healthy Communities: Frank C. Ullman and [2302] Strengthening Regional Alan Weil, (2001), is Homelessness Sustainable Agriculture available from The Urban • “Housing Segrega- Sectors & Local Food Inst. Website: http:// • “The Lawyer as tion in the US: Does Race Systems - Lessons newfederalism.urban.org/ Abolitionist: Ending Matter?,” by Gregory D. Learned from the html/anf_a44.html [2400] Homelessness & Poverty Squires, Samantha Berkeley Food System,” in Our Time,” by Friedman and Catherine by Raquel Pinderhughes • “Racial, Ethnic & Florence Roisman, E. Saidat, is a paper and Joshua Miner, (58 Primary Language Data (PRRAC Board Member) presented, July 2001, at pp., 2001), is available Collection in the Health appeared in Vol. XIX, of the Lincoln Inst. of Land ($5) from Prof. Care System: An Assess- the St. Louis U. Public Policy’s Internatl. Pinderhughes, SF State ment of Federal Policies Law Review. It is part of a Seminar on Segregation Univ., Urban Studies & Practices,” is a 2001 symposium, “Represent- in the City. Contact Prog., 1600 Holloway Commonwealth Fund ing the Poor & Homeless: Squires (squires@ Ave., SF, CA 94132, report, available at Innovations in Advo- gwu.edu, 202/994-6894) 415/338-1178. [2386] Website: http://www. cacy.” Other contributors for a copy. [2305] cmwf.org/programs/ are Sidney D. Watson, • Food Stamp Reautho- minority/ Gary Blasi, Susan • “Patterns of Lending rization Resource, The perot_racialethnic. Bennett, John J. Ammann, to Low-Income & Western Region Anti- 492.pdf [2408] Susan R. Jones, Matthew Minority Persons & Hunger Consortium has a Diller, Lucie E. White, Neighborhoods: The website on issues sur- • “Mental Health: Peter W. Salsich, Jr. & 1999 NY Met. Area rounding reauthorization Culture, Race & Robert A. Solomon. Mortgage Lending of the Food Stamp Ethnicity - A Supplement Reprints of the Roisman Scorecard,” by Richard Program. Contact the to Mental Health: A article are available from D. Marsico, apeared in Consortium at 509/747- Report to the Surgeon Mary Deer (mdeer1@ Vol. XVII (2000) of the 7205. Website: General,” (Oct. 2001) is iupui.edu), I.U. School of NY Law School J. of www.wrahc.org [2249] available online: http:// Law, 530 W. NY St., Human Rights. Reprints www.surgeongeneral.govt/ Indianapolis, IN 46202- of the 71-page article are library/mentalhealth/cre/ 3225. [2297] available (free) from Prof. Health execsummary-1.html Marsico, NY Law School, [2415] • “Representing the 47 Worth St., NYC, NY • An Advocates’ Guide Poor & Homeless: 10013, 212/431-2180, to the Medicaid Program • “Health Insurance Innovations in Advo- rmarsico@ nyls.edu - 2001 Edition, is Tax Credits: Potential cacy,” is a 2001 report [2354] available ($135 for Expanding Cover- from the ABA Commis- nonprofits, $235 others) age,” by Linda Blumberg, sion on Homelessness & • “Enforcing the from the Natl. Health is a 2001 Urban Inst. Poverty, 740 15th St. Community Reinvest- Law Prog., 2639 S. La report, available from the NW, Wash., DC 20005, ment Act: An Advocate’s Cienega Blvd., LA, CA Inst., 2100 M St. NW, 202/662-1693; $10. Guide to Making the 90034, 310/204-6010, Wash., DC 20037, 202/ [2422] CRA Work for Commu- [email protected]. 261-5709, paffairs@ui. nities,” by Richard D. Online and CD-ROM urban.org. [2426] • “What Will It Take Marsico, appeared in Vol. versions available. [2294] to End Homelessness?,” XVII (2000) of the NY • State Health Facts by Martha R. Burt, is a Law School J. of Human • “The Health of Poor Online, is a new (2001) 2001 brief, available from Rights. Reprints of the Urban Women: Findings Kaiser Family Fdn. The Urban Inst., 2100 M 70-page article are from the Project on Internet resource offering St. NW, Wash. DC available, free, from Prof. Devolution & Urban comprehensive & current 20037, 202/261-5709, Marsico, NY Law School, Change,” by Denise F. health inf. for all 50 [email protected] 47 Worth St., NYC, NY Polit, Andrew S. London states, DC & US territo- [2428] 10013, 212/431-2180, and John M. Martinez, ries: www. rmarsico@ nyls.edu. (33 pp., May 2001), is statehealthfacts.kff.org [2355] available (likely free) [2425] Housing from The Manpower • “Assisted Housing & Demonstration Research • Health Action 2002, • “Opening the Sub- Residential Segregation: Corp., 16 E. 34 St., sponsored by Families urbs to Racial Integra- The Role of Race & NYC, NY 10016, 212/ USA, will be held Jan. tion: Lessons for the 21st Ethnicity in the Siting of 532-3200. Website: 17-19, 2002 in DC. Inf. Century,” by Florence Assisted Housing Devel-

22 • Poverty & Race • Vol. 10, No. 6 • November/December 2001 opments,” by William tan Area,” (2001), from by The McAuley Inst., Digital Divide,” is a 31- Rohe and Freeman the Brookings Inst. Ctr. will be held Nov. 8-11, page, Fall 2001 report appeared in vol. 67 on Urban & Met. Policy, 2001, in, Wash., DC. Inf. from PolicyLink. Avail- (2001) of the J. of the is available at http:// from the Inst., 301/588- able (likely free) from Amer. Planning Assn. brookings.edu/urban 8110, lhughes@ them, 101 Broadway, Contact Prof. Rohe for [2325] mcauley.org. [2357] Oakland, CA 94607, 510/ reprints: 302 New East, 663-2333. Website: UNC, Chapel Hill, NC • “Different Paths to www.policylink.org 27599, 919/962-3077, Homeownership: A Immigration [2311] [email protected]. [2409] Closer Look at Racial Disparities in Los • “Immigrants, Their • Housing Matters, is Angeles,” by Gary Painter Families & Their Job the newsletter of the and Stuart Gabriel, is a Communities in the Opportunities/ Public Housing Resi- 23-page, Sept. 2001 Aftermath of Welfare dents’ Natl. Organizing Working Paper, available Reform,” ed. Audrey Fellowships/ Campaign, located at the (likely free) from the Singer, is the subject of Grants Ctr. for Comm. Change. Research Inst. for Hous- Vol. 3, No. 1 (2001) of ing America, 2107 Wilson Research Perspectives on For membership inf. and • Raise More Money: Blvd., #450, Arlington, Migration, published by to receive the newsletter, The Best of the VA 22201-3042, 703/351- Migration Policy Inst. & contact Beverly Jackson, Grassroots Fundraising 1090. Website: www. The Urban Inst. The 32- 202/342-0519, x303. Journal, [2248] housingamerica.org page issue is available eds. Kim Klein [2327] (possibly free) from their and Stephanie Roth, (200 • “Residents’ Guide to publication office, 1779 pp., Aug. 2001), is the New Public Housing • “Home Sweet Home: Mass. Ave. NW, Wash., available ($28) from Authority Plans,” is a Why America Needs a DC 20036, 202/939- Chardon Press, 888/458- National Housing Trust 2278, [email protected]. 8588. Subs. to the 60-page, June 1999 Grassroots Fund,” is available (no [2334] bimonthly publication from the Ctr. Fundraising Journal for Comm. Change; a price listed) from the Ctr. are June 2000 update insert for Comm. Change, 202/ • “From the Border- $32; Chardon has a also is available. $5 from 342-0567, glasgowm@ line to the Colorline: A publications list available the Ctr., 1000 Wisconsin commchange.org. The Report on Anti-Immi- as well. [2244] Ave. NW, Wash., DC report shows how this grant Racism in the US,” 20007, 202/342-0519. new $5 billion fund is a 2001 report from the • The Center on [2247] would generate 1.8 Natl. Network for Budget & Policy Priori- million jobs and nearly Immigrant & Refugee ties, has several openings: • “The Spatial Distri- $50 billion in wages. Rights (headed by Director of Health bution of Housing- [2356] PRRAC Board member Policy, Outreach Asst.- Related Tax Benefits,” Cathi Tactaquin). $18/ EITC and a Research by Joseph Gyourko and • “The Great Divide: comm. gps., $38 librar- Asst.-Low Income Policy. Todd Sinai, is a July An Analysis of Racial & ies/insts. from NNIRR, Resume/ltr. to the Ctr., 2001 study from The Econ. Disparities in 310 8th St., #303, 820 First St. NW, #510, Brookings Inst. Available Home Purchase Mort- Oakland, CA 94607, 510/ Wash., DC 20002, 202/ at www. brookings.edu/ gage Lending Nationally 465-1984, nnirr@ 408-1080, fax 202/408- urban [2250] & in 60 Met. Areas,” is nnirr.org. [2423] 1056, www.cbpp.org. an Oct. 2001 report [2436] • “Housing & Poverty available from ACORN, in Los Angeles,” is a 739 8th St. SE, Wash., Miscellaneous • American Civil (2001?) fact sheet from DC 20003, 202/547- Liberties Union, is the Weingart Ctr. Inst. 2500. Website: • “What We Know accepting applications for for the Study of www.acorn.org [2416] Works,” is a July 2001 Summer Interns & Homelessness & Poverty, report, available (possibly Fellowship Opportunity with Currrent Population • “Out of Reach,” the free) from the Pew with the Reproductive Survey data, 1999 Amer. (2001) annual report on Partnership for Civic Freedom Project. Re- Housing Survey data and housing afforability from Change, 5 Boar’s Head sume/ltr./refs./writing other census data. Read it the Natl. Low Income Ln., #100, sample to Louise Melling, at www.weingart.org/ Housing Coal., is avail- Charlottesville, VA ACLU, 125 Broad St., institute/research/facts/ able from them: 1012 22903, 804/971-2073, NY, NY 10004. [2439] index.html [2254] 14th St. NW, # 600, morse@pew-partnership. Wash., DC 20005, 202/ org [2264] • Sarah Lawrence • “Expanding Afford- 662-1530, irene@ College, is filling the able Housing Through nlihc.org [2432] • “Bridging the position of Joanne Inclusionary Zoning: Organizational Divide: Woodward Chair in Lessons from the • The Natl. Women & Toward a Comprehen- Public Policy/Advocacy. Washington Metropoli- Housing Conf., sponsored sive Approach to the Ltr./c.v./2 course syllabi/

November/December 2001 • Poverty & Race • Vol. 10, No. 6 • 23 3 refs. to Naudia Forbes, [email protected]. postmarked by Dec. 1, • The New Voices 1 Mead Way, Bronxville, [2446] 2001; contact the pro- Fellowship Prog. is NY 10708, 914/395- gram, 1627 Lancaster St., making 15 new awards to 2304, www.slc.edu. • DC VOICE, seeks an Baltimore, MD 21231, support small nonprofits [2440] Executive Director, 410/327-6220, info@ and promising new Innovative Public Ed. bannermanfellowship. org leaders committed to • American Bar Reform Collaborative. [2358] social justice and peace. Association, is looking Resume/ltr./refs. by Two-year grants support for a Director, Death November 29 to PO Box • Postdoctoral & salary, fringe benefits, Penalty Moratorium 73055, Wash., DC Visiting Scholar Fellow- financial assistance, Implementation Project 20056, fax 202/238- ships in Asian Amer. & mentoring, professional (mid-$40’s). Resume/ltr./ 0109,dcvoice@dcvoice. Ethnic Studies, are development. Org./ writing sample to Wade org. [2447] available at UCLA. prospective Fellow apply Carey, Admin. Services Application deadline: together. Deadline Jan. (Position P1200), 740 • National Alliance to Dec. 31, 2001. Inf. from 15, 2002. Inf. from Acad. 15th St. NW, Wash., DC End Homelessness, is in http://www.sscnet.ucla. for Educational Dev., 20005, 202/662-1029. need of a Mobilizer for edu/aasc or contact 1825 Conn. Ave. NW, [2441] its Programs & Policy Dennis Arguelles, UCLA #744, Wash., DC 20009, Department. Resume/ltr./ Asian Amer. Studies Ctr., 202/884-8051, • The Center for salary reqs. to Mobilizer 3230 Campbell Hall, PO [email protected]. Community Change will Job Search, 1518 K St. Box 951546, LA, CA be hiring a staff person to NW, # 206, Wash., DC 90095-1546, 310/825- work with the Housing 20005, www.naeh.org. 2974. [2360] Trust Fund Project. [2448] Resume to Mary Brooks, 1113 Cougar Ct., Frazier • The National Hous- Park, CA 93225, 415/ ing Institute seeks an 982-0346. [2442] Editor for Shelterforce: The Journal of Affordable • The Center for Housing & Community Building Community Change, is . Resume/writing PRRAC'S SOCIAL SCIENCE searching for a Commu- samples to 439 Main St., nity Organizer for its #311, Orange, NJ 07050, ADVISORY BOARD Public Housing Residents [email protected]. [2449] Natl. Organizing Cam- Richard Berk paign. Resume/salary • Good Jobs First, a UCLA Department of Sociology reqs. to HR,1000 Wiscon- natl. resource ctr., has a sin Ave. NW, Wash., DC job opening for an Frank Bonilla 20007, fax 202/338-3453. Accountability Outreach CUNY Department of Sociology [2443] Coordinator. Resume to Heidi Hartmann GJF/Outreach, 1311 L St. • The Center for Law NW, Wash., DC 20005, Inst. for Women’s Policy Research (Wash., DC) & Social Policy, has 3 fax 202/638-3486. [2450] William Kornblum openings: Policy Analyst- CUNY Center for Social Research Couples & Marriage • Rethinking Schools, Policy, Policy Analyst & needs a full-time Manag- Harriette McAdoo Senior Policy Analyst- ing Editor. Resume/clips/ Michigan State School of Human Ecology Welfare & sample pubs. by Dec.15 Workforce Dev. Group. to Personnel Comm., Fernando Mendoza Resume/ltr./writing 1001 E. Keefe Ave., Stanford Univ. Department of Pediatrics sample/3 refs. to 1616 P Milwaukee WI, 53212, St. NW, #150, Wash., DC 414/265-6217. [2451] Paul Ong 20036, fax: 202/328- UCLA Grad. School Architecture & Urban Planning 5195, www.clasp.org. • The Charles [2445] Bannerman Memorial Gary Orfield Fellowship Program, Harvard Univ. Grad. School of Education • Passaic County Legal supports social change Aid Society, has an organizing by annually Gary Sandefur Attorney position giving 10 long-time Univ. Wisconsin Inst. for Poverty Research available ($41,000+). activists of color the rare Margaret Weir Resume/ltr./4 refs. to chance to step back, John D. Atlas, 175 reflect & energize for the Dept. of Political Science, Univ. of California, Berkeley Market St., Paterson, NJ struggles to come, via 07505, 973/345-7171, fax paid sabbaticals of 3 mos. 973/345-8739, or more. Applics. must be

24 • Poverty & Race • Vol. 10, No. 6 • November/December 2001 Challenges To Equality Poverty and Race in America

Chester Hartman, Editor Foreword by Congressman John Lewis The best articles and symposia from Poverty & William Ayers, Rep. Cynthia McKinney, Carl Race, the bimonthly publication of the Poverty & Anthony, Angela Oh, George Galster, Paul Race Research Action Council, on the country’s Wachtel, Arnoldo Garcia, Jonathan Kozol, Marcus two most important, and seemingly intractable, Raskin, Frances Fox Piven, Frank Wu, David social problems – and the added impact when they Shipler, Benjamin DeMott, Peter Edelman, Hugh intersect. Price, Manning Marable, Howard Zinn, Bill Ong Hing, James Early and others .... 99 articles in all! Includes contributions by Julian Bond, Michael Omi, Bebe Moore Campbell, Raul Yzaguirre, john Published by M.E. Sharpe © 2001 powell, James Loewen, Herbert Gans, Richard 336 Pages; Index Kalhlenberg, Joe Feagin, S.M. Miller, Marian ISBN 0-7656-0727-1 PB $26.95 Wright Edelman, Kati Haycock, William L. Taylor, ISBN 0-7656-0726-3 HC $68.95

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(See other side for Table of Contents)

November/December 2001 • Poverty & Race • Vol. 10, No. 6 • 25 Challenges To Equality: Poverty and Race in America TABLE OF CONTENTS

FOREWORD: Rep. John Lewis IV. DEMOCRATIC PARTICIPATION EDITOR’S INTRODUCTION: Chester Hartman Why Not Democracy?: David Kairys New Means for Political Empowerment: ‘Proportional’ I. INTEGRATION Voting: Douglas Amy, Fred McBride & Robert Richie Civil Rights, Now & Then: Julian Bond Race, Poverty and the ‘Wealth Primary’: Jamin B. Wake Up, Jared Taylor! America is a Democracy Now!: Raskin Howard Winant COMMENTARIES: Ellen Malcolm, Hollywood Women’s Digging Out of the White Trap: Marian Groot & Paul Political Committee, John C. Bonifaz, Rep. Cynthia A. Marcus McKinney Response: Chip Berlet & Surina Khan Bilingual Education: Bebe Moore Campbell V. ENVIRONMENTAL JUSTICE Race and Space: john a. powell Race, Poverty and Sustainable Communities: Carl Telling History on the Landscape/History Quiz: James Anthony Loewen Race and Poverty Data as a Tool in the Struggle for SYMPOSIUM: Is Integration Possible? Environmental Justice: Kary L. Moss Editor’s Introduction Analysis of Racially Disparate Impacts in the Siting By the Color of Our Skin: The Illusion of of Environmental Hazards: Thomas J. Henderson, Integration and the Reality of Race: Leonard David S. Bailey & Selena Mendy Steinhorn & Barbara Diggs-Brown The Street, the Courts, the Legislature and the Press: COMMENTARIES: Jerome Scott & Walda Katz-Fishman, Where Environmental Struggles Happen: Rachel Godsil Herbert J. Gans, John Calmore, Richard D. The Truth Won’t Set You Free (But It Might Make the Kahlenberg, Howard Winant, Robert Jensen, Angela E. Evening News): The Use of Demographic Information Oh, James Loewen, Noel Ignatiev, Florence Wagman in Struggles for Environmental Justice in California: Roisman, James Early, Don DeMarco, Joe Feagin & Luke Cole Yvonne Combs, George C. Galster, S.M. Miller, Key Research and Policy Issues Facing Environmental William L. Taylor, John Woodford, Frank Wu, Paul L. Justice: Bunyan Bryant Wachtel, Ty DePass Response: Leonard Steinhorn VI. RACE, POVERTY, AND.… Editor’s Introduction II. POVERTY Race, Poverty, and the Two-Tiered Financial Services Growing Poverty in a Growing Economy: Jared System: Robert D. Manning Bernstein Race, Poverty, and Transportation: Rich Stolz Welfare Reform and Racial/Ethnic Minorities: The Race, Poverty, and Corporate Welfare: Greg LeRoy Questions to Ask: Steve Savner Race, Poverty, and the Militarized Welfare State: The Outcomes of Welfare Reform for Women: Barbara Bristow Hardin Gault & Annisah Um’rani Race, Poverty, and the Federal Reserve System: Tom America’s Fifth Child: It’s Time To End Child Poverty Schlesinger in America: Marian Wright Edelman Race, Poverty, and Social Security: john a. powell Wealth, Success, and Poverty in Indian Country: Race, Poverty, and Immigration: Arnoldo Garcia D. Bambi Kraus Race, Poverty, and Globalization: john a. powell & S.P. Race and Poverty in the Rural South: Cynthia Duncan & Udayakumar Margaret Walsh Poverty, Racial Discrimination, and the Family Farm: VII. PRESIDENT CLINTON’S RACE INITIATIVE Stephen Carpenter Editor’s Introduction Notes on the President’s Initiative on Race: Chester III. EDUCATION Hartman Editor’s Introduction The Speech President Clinton Should Have Made: The Growing Education Gap: Kati Haycock Howard Winant SYMPOSIUM: Is Racial Integration Essential to Achieving SYMPOSIUM: Advice to the Advisory Board: Raul Quality Education for Low-Income Minority Students, Yzaguirre, Marcus Raskin, Jonathan Kozol, Julian In the Short Term? In the Long Term? Phyllis Hart Bond, Hugh Price, Manning Marable, S.M. Miller, & Joyce Germaine Watts, Lyman Ho, Kati Haycock, Peter Dreier, Peter Edelman, Howard Zinn, Herbert J. john a. powell, Sheryl Denbo & Byron Williams, Gans, Benjamin DeMott, Frances Fox Piven, Michael Marcelitte Failla Omi, Lillian Wilmore, William L. Taylor, David K. SYMPOSIUM : The Standards Movement in Education: Shipler, Theodore M. Shaw Will Poor & Minority Students Benefit? John Comments on the Advisory Board Report: S.M. Miller, Cawthorne, Peter Negroni, William Ayers, Monty Neill Bill Ong Hing, Clarence Lusane, Frances Fox Piven, High Stakes Testing and Standards-Based Reform: Lillian Wilmore, Frank Wu, Marcus Raskin, Sam Jay Heubert Husseini, Peter Dreier The Education Vision: A Third Tier: S.M. Miller

26 • Poverty & Race • Vol. 10, No. 6 • November/December 2001 Poverty and Race Index (2001)

This Index includes the major articles in the six 2001 issues of Poverty & Race (Vol. 10). The categories used frequently overlap, so a careful look at the entire Index is recommended. Each issue also contains an extensive Re- sources Section, not in the Index below, but available shortly in database form that can be ordered from us. We are happy to make available photocopies of any of the articles listed in the Index. We also can send an Index for any or all of the first nine volumes of P&R (1992-2000). Please order by number and article name and include a self-addressed, stamped envelope.

Race/Racism Education

348. “Race, Poverty and Sustainable Communities,” 360. “High Stakes Testing in North Carolina,” Carl Anthony, Jan./Feb. (PRRAC Researcher’s Report), Jan./Feb. 349. “Fighting Welfare Racism,” Noel A. Cazenave 361. “The Education Trust,” Kati Haycock (Board & Kenneth J. Neubeck, March/April Member Report), March/April 350. “Race and Poverty in the Rural South,” 362. “Separate, Unequal Schools in Milwaukee,” Margaret Walsh & Cynthia M. Duncan, Rethinking Schools (PRRAC Researcher’s May/June Report), March/April 351. Horowitz-iana, May/June 363. “Creating Accountability in the Education • “Ten Reasons Why Considering Reparation is a Standards Movement,” DC VOICE (PRRAC Good Idea for Americans and Hororwitz Too,” Researcher’s Report), July/Aug. Earl Ofari Hutchinson 364. “Socioeconomic School Integration,” Richard • “Race Policy, Reparations and D. Kahlenberg, Sept./Oct. Redemption,” Howard Winant 365. Response, Gary Orfield, Sept./Oct. • The Black Radical Congress Statement on 366. “Making the Grade: Exposing Structural Student Protests Against Horowitz Ad Racism in Our Schools,” Tammy Johnson & 352. “Race, Poverty and Youth Development,” Terry Keleher (PRRAC Researcher’s Carla Roach, Hanh Cao Yu & Heather Lewis- Report), Sept./Oct. Charp, July/Aug. 367. Symposium on “Socioeconomic School 353. Reparations/Apologies (Collection), Sept./Oct. Integration”: Theodore M. Shaw, john 354. “The Lawyers Committee for Civil Rights powell, S.M. Miller, Makani Themba, Thomas Under Law,” Thomas J. Henderson J. Henderson, Richard D. Kahlenberg, (Board Member Report), Nov./Dec. Nov./Dec. Poverty/Welfare Miscellaneous

355. “Economic Growth and Poverty: Lessons 368. “Voteless in DC: Government Without the from the 1980s and 1990s,” Jared Bernstein, Consent of the Governed,” John See & Amy Jan./Feb. Whitcomb Slemmer, July/Aug. 356. “The Self-Sufficiency Standard: A New Tool 369. DC Vote Update, Sept./Oct. for Evaluating Anti-Poverty Policy,” 370. “Legal Services Practice: Devolution to Diana M. Pearce, March/April Second-Class Justice,” José Padilla (Board 357. “Wealth, Success and Poverty in Indian Member Report), Sept./Oct. Country,” D. Bambi Kraus, May/June 358. “New Study Disregards Racial and Gender PRRAC Activities & News Dynamics in Predicting Child Poverty,” Danielle Hayot, July/Aug. 371. Our New Board Members, Jan./Feb. 359. “Welfare Reform in Puerto Rico” (Conference 372. Edith Witt Internships, July/Aug. Report), Denise Rivera Portis, July/Aug.

November/December 2001 • Poverty & Race • Vol. 10, No. 6 • 27 POVERTY & RACE RESEARCH ACTION COUNCIL Board of Directors

CHAIR Deepak Bhargava Don Nakanishi [Organizations listed for John Charles Boger Center for Community Change University of California identification purposes only] University of North Carolina Washington, DC Los Angeles, CA School of Law Sheila Crowley Florence Wagman Roisman Chester W. Hartman Chapel Hill, NC National Low Income Indianapolis University President/Executive Director Housing Coalition School of Law VICE-CHAIRS Washington, DC Indianapolis, IN Denise Rivera Portis Kati Haycock Thomas Henderson Anthony Sarmiento Office Manager/ The Education Trust Lawyers' Committee for Civil AFL-CIO Latino Outreach Coordinator Washington, DC Rights Under Law Washington, DC José Padilla Washington, DC Theodore M. Shaw Tracy Jackson California Rural Legal Judith Johnson NAACP Legal Defense Administrative Assistant Assistance Peekskill City School District & Educational Fund San Francisco, CA Peekskill, NY New York, NY Elizabeth Julian Cathi Tactaquin SECRETARY Dallas, TX National Network for john powell S.M. Miller Immigrant & Refugee Rights Univ. of Minnesota The Commonwealth Institute Oakland, CA Institute on Race & Poverty Cambridge, MA William L. Taylor Minneapolis, MN Washington, DC

Poverty & Race Research Action Council Nonprofit 3000 Connecticut Ave. NW • Suite 200 U.S. Postage Washington, DC 20008 PAID 202/387-9887 FAX: 202/387-0764 Jefferson City, MO Permit No. 210 E-mail: [email protected] Website: www.prrac.org

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