DOCSLIB.ORG

Copyright by Alysia Ann Childs 2014

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Copyright by Alysia Ann Childs 2014 Copyright by Alysia Ann Childs 2014 The Dissertation Committee for Alysia Ann Childs certifies that this is the approved version of the following dissertation: THE AFTERSCHOOL BATTLE: REPRODUCING A RACIAL BINARY IN AN URBAN SCHOOL Committee: Kevin M. Foster, Co-Supervisor John L. Hartigan, Co-Supervisor João H. Costa Vargas Maria Franklin Craig Campbell THE AFTERSCHOOL BATTLE: REPRODUCING A RACIAL BINARY IN AN URBAN SCHOOL by Alysia Ann Childs, B.A.; M.S. Dissertation Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of Texas at Austin May 2014 Dedication To the parent-warriors at Benjamin Latrobe Elementary School, in alliance of their quest for their children’s educational parity and their continued battle to secure educational equity across the great city of Washington, D.C. THE AFTERSCHOOL BATTLE: REPRODUCING A RACIAL BINARY IN AN URBAN SCHOOL Alysia Ann Childs, Ph.D. The University of Texas at Austin, 2014 Co-Supervisors: Kevin M. Foster and John L. Hartigan This dissertation project is a critical anthropological analysis of the impact of colorism on the educational attainment and academic trajectory of African-American school students in Washington, DC by examining teacher expectations. Through a historical and contemporary lens of public education in DC, I examine the ways in which a black-white racial binary has been used by those in decision-making positions – namely teachers, counselors, school administrators, Parents and Teachers Association members and other adult decision-makers -- as an indicator of a student’s academic ability and their future educational attainment. What prompts this question is the abundance of academic programs in DC that, through a variety of extensive selection criteria, chose high-achieving students for placement in the city’s college-preparatory, academic programs, who have a larger tendency to fit a particular phenotype (unless they are exceptionalized through other socioeconomic indicators). Two questions that my research addresses are: how phenotype is weighed against their actual versus perceived academic ability; and how do we explain the relative over-investment (i.e., redundancy of v enrichment programs and resources) at one school over a lack of resources and programs at many other schools. I selected Washington, DC as the site for my doctoral research for two primary reasons: (1) its historic association for being one of the most (skin) color-conscious cities in the United States (Russell et al. 1992; Golden 2006; Kerr 2006); and (2) its historic and unique position as a testing ground for reform efforts in the public school system. I volunteered at a DC-area public school for the 2011-2012 academic year and became active in the various parental/community associations (i.e. the Parent/Teacher Association (PTA) and the Local School Advisory Team (LSAT) as a means of gaining first-hand knowledge of -- and experience with -- the various ways in which adults (i.e. teachers, counselors, parents and other school-based staff) place value and justify the assignment of resources to particular students and upon what basis (such as phenotype or socioeconomic background). In gaining access to and awareness of the dynamics of parental engagement at my field site, I began to analyze the role of race in the ways that such involvement is contained or policed by school officials. This dissertation project also takes into account students’ awareness of such intersectional processes and whether the students categorize themselves and/or their peers according to a hierarchical scale of valorization. vi Table of Contents List of Tables ......................................................................................................... xi List of Figures....................................................................................................... xii PART 1: THE FIELD...……………………………………………………….…1 Introduction............................................................................................................. 1 Entry to the Field .......................................................................................... 2 Colorism as a Gendered Modality through which Race Operates….….4 Colorism & its Influences on Teaching and Learning…………………8 Racial Politics & the Geography of Urban Spaces…………………...15 Locating Race in Washington, DC…………………...………………….….17 Barriers to Entry…….………………………………………………………19 The Blueprint….…….………………………………………………………22 Chapter 1: Subject Positioning ............................................................................. 25 Personal Identity and Reflexivity................................................................. 26 Positioning & Engagement with Colorism .................................................. 34 Variability in Asserted and Assigned Positioning ....................................... 36 Chapter 2: Race & Space in DC: west of the Park and east of the River ............. 40 Locating Blackness in DC ........................................................................... 43 Racial Origins of DC ................................................................................... 47 Reconstruction-Era Significance of Race in DC ......................................... 52 Power Gained & Lost: Territorial Governance in DC........................ 55 Linking the Loss of Home Rule.......................................................... 59 Race and Governance-Reorganization in DC.............................................. 61 Shedding Light on an Overshadowed Past .................................................. 64 Mt Zion United Methodist Church and Black Georgetown................ 64 Reappropriating Our Images: The Scurlock Studio and Black DC .... 67 Race in DC and the Civil Rights Movement ............................................... 70 Neither Black Nor White: DC's Latino and Chinese Communities............. 72 Race & Space in Spring Summit ................................................................. 75 vii A Historically-Diverse Spring Summit............................................... 79 Spring Summit as a Site of Whiteness................................................ 83 Chapter 3: Societal Impact of Skin Color Preferences ......................................... 84 Media Matters: The Visual Valorization of Skin Color............................... 88 Matters of the Heart: Skin Color, Dating & Mating .................................... 92 Money Matters: The Economic Commodification of Skin Color ............... 96 School Matters: Students' Skin Color & Teacher Expectations................... 98 Look at our Arms! ........................................................................... 101 So You Can See It Better ................................................................ 103 PART II: A COMPLEXION OF PROTECTION: REPRODUCING & REINFORCING A RACIAL BINARY....................................................... 105 Chapter 4: Structural Realities of Race-ing to the Top in DCPS........................ 105 The Creation of Public Education in DC ................................................... 106 Reconstruction-Era Public Education in DC ............................................. 114 Lack of Control, Loss of Control: The Start of a Trend ............................ 116 Chapter 5: The Significance of Race in DCPS ................................................... 119 What Happens Here Changes the World ................................................... 119 Being 'Obviously Black': Defining Blackness in DCPS............................ 120 Gearing Up to Tear Down: Dismantling Racialized Education in DCPS . 123 The Beginning of Integrated Public Education................................. 125 Julius Hobson and Equity in 1960s DC ............................................ 128 Hobson v. Educational Disparity ...................................................... 130 Reformative Measures through the 1990s ................................................. 131 Current Layout of the Educational Landscape........................................... 132 Race and Rhee's Contribution to an Enduring Legacy .............................. 137 Churn, Burn and the Homogenization Teaching Staff...................... 151 Rhee-form Racially Re-imbodied..................................................... 153 New Chancellor, Old Agenda.................................................................... 154 Chapter 6: Development and Evolution of Afterschool Programming .............. 158 The Role of Adults in Afterschool Programming...................................... 163 viii The Significance of Title I ......................................................................... 167 So, What is Title I? ........................................................................... 169 Not for Our Kind of Kids.................................................................. 171 Defining the 'Good' Schools ...................................................................... 173 Farewell, Welfare:Afterschooling at Latrobe Elementary School............. 176 Chapter 7: Reading, 'Riting, 'Rithmetic & Reform: Structural Racism and Educational Disparity................................................................................... 179 Justifying Disparity: The Trope of the 'Out-of-Boundary' Student ............. 185 Disparity in Cultural Appreciation at Latrobe ES ......................................
Load more

Recommended publications
  • ROUTES LINE NAME Sunday Supplemental Service Note 1A,B Wilson Blvd-Vienna Sunday 1C Fair Oaks-Fairfax Blvd Sunday 2A Washington
    Sunday Supplemental ROUTES LINE NAME Note Service 1A,B Wilson Blvd-Vienna Sunday 1C Fair Oaks-Fairfax Blvd Sunday 2A Washington Blvd-Dunn Loring Sunday 2B Fair Oaks-Jermantown Rd Sunday 3A Annandale Rd Sunday 3T Pimmit Hills No Service 3Y Lee Highway-Farragut Square No Service 4A,B Pershing Drive-Arlington Boulevard Sunday 5A DC-Dulles Sunday 7A,F,Y Lincolnia-North Fairlington Sunday 7C,P Park Center-Pentagon No Service 7M Mark Center-Pentagon Weekday 7W Lincolnia-Pentagon No Service 8S,W,Z Foxchase-Seminary Valley No Service 10A,E,N Alexandria-Pentagon Sunday 10B Hunting Point-Ballston Sunday 11Y Mt Vernon Express No Service 15K Chain Bridge Road No Service 16A,C,E Columbia Pike Sunday 16G,H Columbia Pike-Pentagon City Sunday 16L Annandale-Skyline City-Pentagon No Service 16Y Columbia Pike-Farragut Square No Service 17B,M Kings Park No Service 17G,H,K,L Kings Park Express Saturday Supplemental 17G only 18G,H,J Orange Hunt No Service 18P Burke Centre Weekday 21A,D Landmark-Bren Mar Pk-Pentagon No Service 22A,C,F Barcroft-South Fairlington Sunday 23A,B,T McLean-Crystal City Sunday 25B Landmark-Ballston Sunday 26A Annandale-East Falls Church No Service 28A Leesburg Pike Sunday 28F,G Skyline City No Service 29C,G Annandale No Service 29K,N Alexandria-Fairfax Sunday 29W Braeburn Dr-Pentagon Express No Service 30N,30S Friendship Hghts-Southeast Sunday 31,33 Wisconsin Avenue Sunday 32,34,36 Pennsylvania Avenue Sunday 37 Wisconsin Avenue Limited No Service 38B Ballston-Farragut Square Sunday 39 Pennsylvania Avenue Limited No Service 42,43 Mount
    [Show full text]
  • District Columbia
    PUBLIC EDUCATION FACILITIES MASTER PLAN for the Appendices B - I DISTRICT of COLUMBIA AYERS SAINT GROSS ARCHITECTS + PLANNERS | FIELDNG NAIR INTERNATIONAL TABLE OF CONTENTS APPENDIX A: School Listing (See Master Plan) APPENDIX B: DCPS and Charter Schools Listing By Neighborhood Cluster ..................................... 1 APPENDIX C: Complete Enrollment, Capacity and Utilization Study ............................................... 7 APPENDIX D: Complete Population and Enrollment Forecast Study ............................................... 29 APPENDIX E: Demographic Analysis ................................................................................................ 51 APPENDIX F: Cluster Demographic Summary .................................................................................. 63 APPENDIX G: Complete Facility Condition, Quality and Efficacy Study ............................................ 157 APPENDIX H: DCPS Educational Facilities Effectiveness Instrument (EFEI) ...................................... 195 APPENDIX I: Neighborhood Attendance Participation .................................................................... 311 Cover Photograph: Capital City Public Charter School by Drew Angerer APPENDIX B: DCPS AND CHARTER SCHOOLS LISTING BY NEIGHBORHOOD CLUSTER Cluster Cluster Name DCPS Schools PCS Schools Number • Oyster-Adams Bilingual School (Adams) Kalorama Heights, Adams (Lower) 1 • Education Strengthens Families (Esf) PCS Morgan, Lanier Heights • H.D. Cooke Elementary School • Marie Reed Elementary School
    [Show full text]
  • DC Kids Count E-Databook
    DC ACTION FOR CHILDREN DC KIDS COUNT e-Databook “People I meet... the effect upon me of my early life... of the ward and city I live in... of the nation” —Walt Whitman, Leaves of Grass Every city has many identities, depending on But Washington, aka DC, is also simply a who you ask. A legislator, a police officer, a hometown, where many people live their daily coach or a clerk might describe the same lives, raise their children and create community city’s people, culture and reputation in starkly and the future together. different terms. Washington is home to 100,000 children We are the nation’s capital, the official under 18. They are one in six DC residents. Washington that so many politicians run The number of children under the age of 5 has campaigns against. We are an international started to grow again after almost a decade of center of power, featuring stately embassies and decline.1 serving as the temporary home to diplomats. This DC KIDS COUNT e-databook is for and For some Americans, Washington is a code about them. word for the bubble where politicians hobnob with “fat cats,” bureaucrats operate and media Why Place Matters in the Lives of swarm over the latest scandal. Children (and Families) For some Americans, Washington is a place to Children grow up (and families live) in specific visit with their children to learn about history, places: neighborhoods. How well these read the original Declaration of Independence, neighborhoods are doing affects how well the stand on the steps of the Lincoln Memorial and children and their families who live in them are 1.
    [Show full text]
  • Wc Smith Properties in Dc
    Wc Smith Properties In Dc Moonless or unappetising, Kenneth never aromatised any drab! Sometimes Aragon Siegfried dispersed her farewellsarbitress designedly,her hypocrites but punty unassayed revalidates Giacomo and portrayprohibit one-sidedlymoodily. or dispart arrogantly. Hilly and dippiest Erick Clients love that meet your neighborhood remains much less than archer park apartments, open popup also provides families. WC Smith Real Estate Developer in Washington DC The Collective Apartments DC Apartment Condo Building 2M Apartment Condo Building Gates. Maybe people could put together these little unit to explore options. Grill, who arrange the time being been staying at DC General car or in hotels. This Northwest DC apartment care is located in the Glover Park. The Colonnade Apartments in Washington DC. The local awards for its exemplary service and modern conveniences of service requests were extremely competent, gather resources for properties in wc dc in your apartment homes are you! Check out available units at City Towns in Washington DC View floor. Central air in apartments is facility and definitely needed. WC Smith Apartments for habitat in Washington DC. Pay your rent include access town of property rent payments from the interactive rent dashboard. When you to residents to employment, or reading habits to continuing to have been pleased with! Living here both renters or interviewing at wc smith properties in dc. Please let me. Various DC neighborhoods are accessible by foot bicycle public transportation including Woodley Park DuPont Circle and U Street WC Smith embraces the belief. Does have know who owns, consider the Frontenac before release on with your home search.
    [Show full text]
  • State of Washington, D.C.'S Neighborhoods A-3
    State of Washington, D.C.’s Neighborhoods Prepared by Peter A. Tatian G. Thomas Kingsley Margery Austin Turner Jennifer Comey Randy Rosso Prepared for The Office of Planning The Government of the District of Columbia September 30, 2008 The Urban Institute 2100 M Street, NW Washington, DC 20037 UI project no. 08040-000-01 State of Washington, D.C.’s Neighborhoods ii TABLE OF CONTENTS Table of Contents ............................................................................................... ii Acknowledgments............................................................................................. vi About this Report ............................................................................................... 1 I. Introduction...................................................................................................... 3 II. Demographics................................................................................................. 9 Population......................................................................................................................9 Households..................................................................................................................13 III. Economy – Jobs and Income ..................................................................... 15 Employed Residents and Unemployment Rate...........................................................15 Poverty and Household Income ..................................................................................18 Public Assistance
    [Show full text]
  • Washington DC Neighborhodd Trends Report 2013/14
    CAPITAL 2013 /14’ MARKET WASHINGTON DC APPRAISAL NEIGHBORHOOD RESEARCH TRENDS DESK REPORT VOLUME 1, MARCH 2014 When the facts change, I change my mind. What do you do, sir. —John Maynard Keynes Contents 4 Introduction 4 Conventional, Conforming 30-Yr Fixed-Rate 4 Mortgage-Related Bond Issuance and Outstanding 6 The DC Market: One/ Five/ Ten-Year Relative Returns 7 DC Index vs. 10-City Composite Component Indices 7 Seasonality Index 7 Months of Inventory 10 Total Sales Volume and Financing Trends 11 Median Days on Market (DOM) 11 Distressed Sales 13 Parking 13 Market Value and Sales Volume 16 Washington DC: Neighborhood Trends 2013 16 Sales Volume Leaders 16 Market Cap Leaders 19 Median Sale Price 21 Median Sale to List Price 22 Median Days on Market 23 Distressed Sales 24 Neighborhood Databook 2013 30 Neighborhood Map 31 About Us 32 End Notes / General Disclaimer 1 202 320 3702 [email protected] 1125 11 St NW 402 WDC 20001 www.CapitalMarketAppraisal.com Introduction Mortgage-Related Bond Issuance and Outstanding he Capital Market Appraisal 2013 Neighborhood Trends Over the prior year residential mortgage-related bond is- Report was developed to provide market participants suance3 declined 7.6%, falling from $2.019 trillion in 2012 to with a comprehensive overview of the residential real $1.866 trillion in 2013. Over the same period of time resi- T 1 3 estate market in Washington, DC (DC Market ). dential mortgage-related bonds outstanding declined 1.04% from $8.179 trillion in 2012 to $8.094 trillion in 2013. As the We begin by highlighting a few broad measure—medium term overwhelming majority of residential mortgages are packaged trends in the mortgage market.
    [Show full text]
  • Airbnb and D.C.'S East of the River Communities
    REPORT | 06 AUGUST 2018 Airbnb and D.C.’s East of the River Communities Airbnb hosts at Anacostia Arts Center (September 8, 2017) Home Sharing: Creating $3.75 Million in Supplemental Income for Ward 7 and Ward 8 Families TABLE OF CONTENTS INTRODUCTION 03 WARD 7 & WARD 8 HOST STORIES 04 HOST INCOME 06 GUEST ARRIVALS 07 SMALL BUSINESSES 08 METHODOLOGY The data used in this report about the Airbnb platform -- specifically guest arrivals, guest city of origin, and host earnings -- are all based on Airbnb internal data for the District of Columbia, and communities located east of the Anacostia River between June 1, 2017 and May 31, 2018. 2 INTRODUCTION The District of Columbia, home to dozens of unique neighborhoods, is also one of the country’s top destinations for tourism, historical sightseeing and major cultural events. Airbnb makes it possible for visitors from around the world to experience the nation’s capital as Washingtonians do — by staying local. Of the over 130 hotels operating across D.C., zero of these properties are located east of the ​ ​ Anacostia River in Ward 7 or Ward 8. In comparison to other parts of the District, areas east of ​ the Anacostia River have historically experienced limited opportunities to attract tourists. As a result ​ of home sharing, these culturally diverse communities — which do not typically benefit from traditional tourism dollars because of the lack of hotels — are now experiencing more visitors and seeing an important economic lift. Airbnb income that is generated east of the Anacostia River positively impacts everyone from the ​ local shop owner to long-time and native Washingtonians.
    [Show full text]
  • Our Unfair Share 3
    Our Unfair Share 3: Race & Pollution in Washington, D.C. African American Environmentalist Association 2000 The African American Environmentalist Association (AAEA), founded in 1985, is dedicated to protecting the environment, enhancing the human ecology, promoting the efficient use of natural resources and increasing African American participation in the environmental movement. AAEA is one of the nation's oldest African American-led environmental organizations. AAEA’s main goals are to deliver environmental information and services directly into the black community. AAEA works to clean up neighborhoods by implementing toxics education, energy, water and clean air programs. AAEA includes an African American point of view in environmental policy decision-making. AAEA resolves environmental racism and environmental justice issues through the application of practical environmental solutions. Our Unfair Share 3: Race and Pollution in Washington, D.C. Author Norris McDonald President Sulaiman Mahdi Contributing Editor Research Assistant Pamela Pittman Administrative Assistant Pamela Jones Editing Red Letter Group, Inc Editing Assistance Ronald Taylor Contributing Scientists Dr. Felix Nwoke Dr. Gustave Jackson © 2000 by the African American Environmentalist Association. All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage and retrieval system, without permission in writing from the African American Environmentalist Association. Funding for his report was provided by a grant from the U.S. Environmental Protection Agency’s Office of Environmental Justice and Friends of AAEA. The views, recommendations and opinions expressed in this report are those of the African American Environmentalist Association and do not necessarily reflect the views, recommendations or opinions of the U.S.
    [Show full text]
  • State of Washington, D.C.'S Neighborhoods, 2010
    2010 Prepared by Jennifer Comey Chris Narducci Peter A. Tatian Prepared for The Office of Planning The Government of the District of Columbia November 2010 The Urban Institute 2100 M Street, NW Washington, DC 20037 Copyright © November 2010. The Urban Institute. All rights reserved. Except for short quotes, no part of this report may be reproduced or used in any form or by any means, electronic or mechanical, including photocopying, recording, or by information storage or retrieval system, without written permission from the Urban Institute. The Urban Institute is a nonprofit, nonpartisan policy research and educational organization that examines the social, economic, and governance problems facing the nation. The views expressed are those of the authors and should not be attributed to the Urban Institute, its trustees, or its funders. State of Washington, D.C.’s Neighborhoods iii CONTENTS About this Report ............................................................................................... 1 I. INTRODUCTION ............................................................................................... 5 II. Demographics ................................................................................................. 7 Population ................................................................................................................... 7 Households ................................................................................................................12 III. Economy—Jobs and Income .....................................................................
    [Show full text]
  • Ward 1 Heritage Guide
    WARD 1 HERITAGE GUIDE A Discussion of Ward 1 Cultural and Heritage Resources District of Columbia Office of Planning Ward 1 Heritage Guide Text by Kim Prothro Williams, and assisted by Patsy Fletcher, DC Historic Preservation Office Design by Kim Elliott, DC Historic Preservation Office Published 2015 This project has been funded in part by U.S. Department of the Interior, National Park Service Historic Preservation Fund grant funds, administered by the District of Columbia’s Historic Preservation Office. The contents and opinions contained in this publication do not necessarily reflect the views or policies of the U.S. Depart- ment of the Interior, nor does the mention of trade names or commercial products constitute endorsement or recommendation by the U.S. Department of the Interior. This program has received Federal financial assistance for the identification, protection, and/or rehabilitation of historic properties and cultural resources in the District of Columbia. Under Title VI of the Civil Rights Act of 1964 and Section 504 of the Rehabilitation Act of 1973, the U.S. Department of the Interior prohibits discrimination on the basis of race, color, national origin, or disability in its Federally assisted programs. If you believe that you have been discriminated against in any program, activity, or facility as described above, or if you desire further information, please write to: Office of Equal Opportunity, U.S. Department of the Interior, 1849 C Street, NW, Washington, D.C. 20240. TABLE OF CONTENTS Introduction...................................................................................................
    [Show full text]
  • A Transportation Guide to 5200 2Nd Street, NW
    Washington Latin Public Charter School A Transportation Guide To 5200 2nd Street, NW Table of Contents The Location ………………………………………………………………………………………………………………….. 1 Overview of Transportation Options ………………………………….………………………………………………… 1 Bus Transportation ……………………………………………………………………………………………… 2 Metro Transportation ………………………………………………………………………………………… 2 Washington Latin Chartered Bus Service ……………………………………………………………. 3 Carpooling …………………………………………………………………………………………………………… 3 Street Smarts ………………………………………………………………………………………………………………………….4 Transportation Details by Wards …………………………………………………………………………………………….5 Ward 1 ………………………………………………………………………………………………………………… 5 Ward 2 ………………………………………………………………………………………………………………… 6 Ward 3 ………………………………………………………………………………………………………………... 8 Ward 4 ………………………………………………………………………………………………………………… 9 Ward 5 ………………………………………………………………………………………………………………..10 Ward 6 ………………………………………………………………………………………………………………..11 Ward 7 ………………………………………………………………………………………………………………. 12 Ward 8 ………………………………………………………………………………………………………………. 13 i The Location As of the start of the 2013-14 school year, Washington Latin Public Charter School is located at 5200 2nd Street, NW between Hamilton and Ingraham Streets, on the old site of Rudolph Elementary School. The site, including the gymnasium when completed, will be approximately 75,000 square feet on just over 5 acres and includes a large playing field. We are located in a quiet, residential neighborhood with older buildings populated mostly by older residents and some young families. There are seven schools within
    [Show full text]
  • DC's Neighborhood Clusters
    DC’s Neighborhood Clusters • Cluster 1: Kalorama Heights, Adams Morgan, Lanier Heights • Cluster 18: Brightwood Park, Crestwood, Petworth • Cluster 2: Columbia Heights, Mt. Pleasant, Pleasant Plains, • Cluster 19: Lamond Riggs, Queens Chapel, Fort Totten, Pleasant Hill Park View • Cluster 20: North Michigan Park, Michigan Park, University • Cluster 3: Howard University, Le Droit Park, Cardozo/Shaw Heights • Cluster 4: Georgetown, Burleith/Hillandale • Cluster 21: Edgewood, Bloomingdale, Truxton Circle, Eckington • Cluster 5: West End, Foggy Bottom, GWU • Cluster 22: Brookland, Brentwood, Langdon • Cluster 6: Dupont Circle, Connecticut Avenue/K Street • Cluster 23: Ivy City, Arboretum, Trinidad, Carver Langston • Cluster 7: Shaw, Logan Circle • Cluster 24: Woodridge, Fort Lincoln, Gateway • Cluster 25: NoMa, Union Station, Stanton Park, Kingman Park • Cluster 8: Downtown, Chinatown, Penn Quarters, Mount • Cluster 26: Capitol Hill, Lincoln Park Vernon Square, North Capitol Street • Cluster 27: Near Southeast, Navy Yard • Cluster 9: Southwest Employment Area, Southwest/ • Cluster 28: Historic Anacostia Waterfront, Fort McNair, Buzzard Point • Cluster 29: Eastland Gardens, Kenilworth • Cluster 10: Hawthorne, Barnaby Woods, Chevy Chase • Cluster 30: Mayfair, Hillbrook, Mahaning Heights • Cluster 31: Deanwood, Burrville, Grant Park, Lincoln Heights, • Cluster 11: Friendship Heights, American University Park, Fairmont Heights Tenleytown • Cluster 32: River Terrace, Benning, Greenway, Fort Dupont • Cluster 12: North Cleveland Park, Forest Hills,
    [Show full text]