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Student Voices Across the Spectrum: the Educational Integration Initiatives Project. INSTITUTION Minnesota Univ., Minneapolis DOCUMENT RESUME ED 445 162 UD 033 761 AUTHOR Hartigan, Susan, Ed.; Jabaily, Lisa, Ed.; Kay, Vina, Ed.; Nelson, Lynne, Ed. TITLE Student Voices across the Spectrum: The Educational Integration Initiatives Project. INSTITUTION Minnesota Univ., Minneapolis. Inst. on Race and Poverty. SPONS AGENCY Joyce Foundation, Chicago, IL. PUB DATE 2000-05-00 NOTE 119p. PUB TYPE Reports - Research (143) EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS Disadvantaged Youth; *Educational Experience; *High School Students; High Schools; Individual Development; *Minority Groups; *Racial Differences; Racial Integration; *School Desegregation; School Resegregation; Urban Schools ABSTRACT The Educational Integration Initiatives Project (EIIP) was a multidisciplinary study designed to explore the complexities of the interaction of race and education. The EIIP also evaluated how the environment in which students are educated affects their educational performance and personal development. The study begins with a history ofthe relationship between race and education in the United States including the value of public education and the contention surrounding segregation, desegregation, and integration. An analysis follows of student, teacher, and administrator interviews from the 10 urban schools participating in the EIIP. Between 6 and 12 student interviews were conducted at each school,and interviews were also held with 4 or 5 teachers and administrators from each school. No school that participated in the EIIP was truly integrated asthe researchers defined integration. None of these desegregated schools was providing its students with a truly multicultural education in a learning environment that was inclusive and supportive of various student learning styles and that prepared students of all races to continue to higher education and to interact successfully in a multicultural society. Still, students attending the more desegregated schools enjoyed educational advantages that were not available to the students in the racially isolated schools. Recommendations are made to begin a transformative process toward true integration. (Contains 193 endnotes.)(SLD) Reproductions supplied by EDRS are the best that can be made from the original document. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY institute on race & poverty Research, Education and Advocacy 1444i44 cA_Race_ 4 fiveril TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 Student Voices Across the Spectrum: The Educational Integration Initiatives Project May 2000 415 Law Center 229 South 19th Avenue Minneapolis, MN 55455 (612) 625-8071 [email protected] www.umn.edu/irp -- U.S. DEPARTMENT OF EDUCATION L3EST COPY AVAILABLE Office of Educational Research and Improvement 1JED CATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. UNIVERSITY. OF MINNESOTA Minor changes have been made to improve reproduction quality. Law School Points of view or opinions stated in this 2 document do not necessarily represent official OERI position or policy. Student Voices across the Spectrum: The Educational Integration InitiativesProject May 2000 415 Law Center 229 -19th Avenue South Minneapolis, MN 55455 (612) 625-8071 [email protected] www.umn.edu/irp In September 1997, the Institute on Race & Poverty received a grantfrom the Joyce Foundation to research and conduct analysis of the underlying causesof persistent racial segregation in American public schools. This interdisciplinaryqualitative project represents the culmination of the Institute's study andincludes discussion and analysis of ten high schools falling on various points of thesegregation/desegregation/integration spectrum. The Institute on Race & Poverty, a strategic research center based atthe University of Minnesota Law School, was created to focus on the dynamics createdby the intersections of race and poverty. The mission of the organization is to address theproblems of low-income people of color, recognizing that race and poverty areintertwined. It was established in 1993 by john a. powell, former national legal director for theAmerican Civil Liberties Union and the Marvin J. Sonosky Professor of Law and PublicPolicy, at the University of Minnesota Law School in Minneapolis. Research for this report was provided by IRP staff, including ExecutiveDirector john a. powell, as well as researchers Meg Hatlen, Vina Kay, Gavin Kearneyand Colleen Walbran.* This report was edited by staff members Susan Hartigan, LisaJabaily, Vina Kay, and Lynn Nelson, with layout and design by Derek Brigham. *Interviews were conducted by Dr. Sandra Patton. TABLE OF CONTENTS I INTRODUCTION A. A Brief History of Race and Education in the United States 4 B. The Importance of Public Education 11 C. The Segregation, Desegregation, and Integration Debate 11 1. The Benefits of Desegregation 14 2. Components of Integration 14 a. The Problem of Tracking 14 b. College Attendance 15 c. Class Size 16 d. Teaching Strategies 16 e. Teacher Training 16 D. The Segregation, Desegregation, and Integration Spectrum 18 1. Segregation 18 2. Desegregation 18 3. Integration 19 E. Methodology 19 II. SCHOOLS A. Washington D.C. Schools Context 21 1. Rigoberta Menchu High School 25 2. Dorothy Day High School 29 B. Chicago Schools Context 32 1. Fannie Lou Hamer High School 38 2. Paulo Freire High School 45 C. St. Paul Schools Context 50 1. Oscar Romero High School 55 2. Winona La Duke High School 62 D. Louisville Schools Context 67 1. Leonora O'Reilly High School 71 E. Shaker Heights School Context 78 1. Hiram R. Revels High School 81 F. San Jose Schools Context 89 1. Desmond Tutu High School 90 G. Berkeley School Context 93 1. M.K. Ghandhi High School 98 HI. CONCLUSIONS A. Findings 103 B. Recommendations 106 1. Link Education and Housing, Implement Region-wide Solutions 107 2. Address the Connection Between Race and Poverty 107 3. Improve Teacher Diversity and Training 108 4. Implement Structural, Curricular, and Programmatic Changes 109 C. Continuing Issues 109 Student Voices Across the Spectrum:The Educational Integration InitiativesProject Because for me, I grew up in education reflect an increasing ambiva- this neighborhood since I lence toward racial integration as a societal was young and, you know, ideal and a decreasing emphasis on itas a '7 strategy for achieving equality Even people call it the ghetto, or organizations that led the integrationist whatever, but that does not movement in the past have expressed mean that I'm a gangbanger varying degrees of disenchantment. For that Igo around doing example, the desirability of integration was drive-bys and I do drugs and all that openly questioned at a recent national other stuff. Because first of all, before meeting of the National Association for the Advancement of Colored People I'll even think about doing any- (NAACP). At the same time, numerous thing....I want to be school smart. If I school districts across the country have want to be street smart...I'm gonna be sought an end to court-ordered desegrega- school smart also. tion plans regardless of the racial composi- tion of their schools, and the courts have This quotation is from one of the high largely obliged them. school students interviewed as part of the Educational Integration Initiatives Project Recently, over the objections of parents (EIIP), a multidisciplinary study conducted and administrators, the Charlotte by the Institute on Race and Poverty and Mecklenburg School District was ordered funded by the Joyce Foundation. The to end race-based student busing.' This above quotation represents the impressive order came thirty years after the district level of sophistication students possess was the first to employ integrative busing, regarding the interaction of race and edu- and despite general consensus that the dis- cation in their lives. Student voices also trict had a desegregation plan that was illustrate the complexities surrounding working. Meanwhile, school choice and issues of race, education, and student expe- neighborhood schools, two policies that riences and achievement. The EIIP is often result in higher levels of racial segre- designed to explore these complexities and gation, have received strong backing in to evaluate how the environment in which communities across the country. Most of students, particularly students of color, are the debate regarding busing and neighbor- educatedwhether it is segregated, deseg- hood schools ignores the fact that our regated, or integratedaffects students' neighborhoods are racially and economi- educational performance and personal cally segregated. In the context of segre- development. gated school districts, busing may still be an important tool to provide students of This study is particularly timely because color equal educational and life opportuni- of the contention and confusion surround- ties. When the cost of busing is deemed ing issues of integration today. Public too high, we fail to consider the cost of seg- opinion and policies, and judicial doctrine regation. The release of schools from and decision making regarding race and court-ordered desegregation and the resur- gence of neighborhood schools has result- research is interviews with students of ed in increased racial segregation and iso- varying backgrounds from ten schools in lation. six major metropolitan areas: Chicago, Illinois; Cleveland, Ohio; Louisville, Movement away from desegregation pro- Kentucky; Minneapolis/St. Paul, grams is occurring despite
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