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This dissertation examines the relationship between school choice and race. I examine whether the racial composition of schools influences choices and whether choices of private and public choice schools lead to greater segregation and stratification in neighborhood schools. I improve on existing research by adopting the theoretical framework used in neighborhood preferences literature to distinguish between race and race-associated reasons as motivations for avoiding racially integrating schools. This study utilizes geocoded data from the Philadelphia Area Study (PAS) and elementary school catchment maps to examine families' preferences and behaviors in the context of the actual conditions of their assigned schools. Catchment maps are integrated with Census data to determine whether choice schools have a role in white flight and segregation and stratification in neighborhood schools. The findings suggest that families are most likely to avoid neighborhood schools with high proportions of racial minorities. However, attitudes regarding racial climates are more consistent predictors of preferences than the actual racial composition of local schools. Highly segregated neighborhood schools satisfy families who desire racially homogeneous school climates, as do private schools. Families who seek diverse environments are more likely to look to charter and magnet schools. The white flight analysis shows that whites are more likely to leave schools that have modest proportions of black students, and less likely to leave schools that are already integrated. These results suggest that whites react especially strongly to schools with low levels of integration, and those who remain in the few racially balanced schools do so out of a preference for diversity or because they do not have the resources to leave. Public choice schools spur white flight in urban areas, but actually reduce flight in suburban schools. Finally, I find that choice schools do not uniformly affect the degree to which racial groups are spatially segregated from whites, and they also do not uniformly affect the degree to which racial groups attend more or less disadvantaged schools than whites. This suggests that segregation and stratification are two distinct aspects of racial inequality and should be considered separately when evaluating the effectiveness of choice programs. / Sociology

This study aims to give an overview of school segregation in Stockholm and its development during the period 2000 to 2010. Further, it aims to examine the effects of school segregation on student achievement. The first part of the study uses register data to measure segregation in schools from 2000 to 2010, the second part utilizes the Stockholm School Survey 2010 for measuring student demographics and school achievement. The examination of school segregation in Stockholm reveal a substantial segregation between schools, on both levels of non-native background and parental education. The trends have been stable for segregation on non-native background and decreased slightly for parental education from 2000 to 2010, however, they both remain at relatively high levels. Multilevel analysis show that student school achievement is negatively impacted by increased concentration of students with disadvantaged characteristics, i.e. higher levels of students with non-native background and lower levels of parental education. The results also indicate that non-native students are more negatively affected by these effects. Further, the analysis tests for threshold effects of segregation, but no such effects can be identified and it seems to be more or less linear, higher degree of segregation leads to stronger effects. It is concluded that differences between schools have an unequal and unfair effect on student school achievement.

In 1917, Henry Billiot sued the Terrebonne Parish School Board because his children, who identified as Houma Indian, were denied access to a local white school. The resulting case, Henry Billiot v. Terrebonne Parish School Board, shaped the way in which the community of Terrebonne Parish categorized the race of not only the Billiot family but also the Houma tribe over the course of fifty years. Through the use of Jim Crow legislation, the white community legally refused to consider the Houma tribe as American Indian, and instead chose the derogatory term Sabine as the racial classification of this indigenous group, which detrimentally impacted the United Houma Nation’s fight for federal recognition as an American Indian tribe.

Thesis advisor: Dennis L. Shirley / This research study is a historical analysis of Boston school desegregation viewed through the lens of Black Bostonians who gave rise to a Black Education Movement. Its purpose is to place Boston’s school desegregation history in a markedly different context than many of the narratives that evolved since Morgan v. Hennigan (1974). First, it provides a historical connection between the 18th and 19th century long road to equal schooling and the 20th century equal educational opportunity movement, both led by Black activists who lived in Boston. Second, it provides a public space for the voices of 20th century activists to tell their accounts of schooling in Boston. The narrators in this study attended Boston public schools and became leaders and foot soldiers in the struggle to dismantle a racially segregated school system. Ten case studies of Boston’s Black activists provide the foundation for this study. They recount, through oral history, a community movement whose goal was to save children attending majority Black schools from a system that was destroying them. Two theoretical perspectives, Critical Race Theory and Resiliency, inform the research design and findings. The findings shed light on agency from within the Black community, what changes were expected in the schools, the range of views regarding the intent of desegregation, and how systemic racism was the force that drove this community to dismantle a system that violated the 14th Amendment rights of Black students. / Thesis (PhD) — Boston College, 2017. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

The aim of this thesis is to examine the impact of new public management (NPM) reforms on teacher professionalism in Swedish ethnic segregated schools. As a result of the various NPM reforms implemented in the education sector, the work of teachers has changed considerably in the last twenty years. The introduction of the new form of control has intensified the work load of professional teachers and led to standardization of teaching. Some scholars argue that NPM has led to professional losing control of their work resulting in de-professionalization of teachers while others argue that professional might acquire new skills that enhance their professionalism leading to re-professionalization. The theoretical basis for the thesis is Evetts (2009) occupational and organizational professionalism which is used to investigate the links between NPM and professionalism in the contexts of the public services professionals. The empirical study consists of five semi structured interviews with teachers working in four ethnic segregated schools. The findings show that teachers working in ethnic segregated schools encounter a challenging teaching environment that affects their teaching quality and diminish their professional autonomy. The result indicates the expansion of organizational professionalism and the demise of occupational professionalism. The only aspect of occupational professional that is apparent in this study is collegial relations. Moreover the findings of this study indicate the tendency towards de-professionalization.

"The Negro's Place" examines the relationship between public education and urban development in twentieth-century New Orleans, arguing that the expansion of segregated public schooling eroded two centuries of residential integration and contributed to the disparate development of white and black neighborhoods. The study challenges the popular concept of "white flight" as an explanation for metropolitan change by demonstrating that school segregation, as well as reaction to desegregation, divided urban and suburban space along racial lines. It also inverts prevailing scholarly interpretations of this transformation, which emphasize that public and private manipulation of the housing market created the racially distinct communities that promoted and sustained segregated schools. Additionally, the dissertation's examination of schools, race, and space underscores the extent to which Jim Crow continued to evolve through a dynamic, oftentimes improvisational process during the twentieth century. Finally, it demonstrates that, even as public schools became the sites of courtroom and neighborhood battles over desegregation, they continued to tighten racial inequality in ways that contemporary activists and observers did not always recognize. Most significantly, in the decades before and after World War II, segregated schools created structural inequalities in housing that impeded desegregation's capacity to promote racial justice. / acase@tulane.edu

The aim of this study is to examine how the municipality of Trollhattan works to counteractschool segregation in Kronogarden and integrate the schools in the whole municipality. Theclosure of the schools in Kronogarden is in focus in this study, but there is also the ambitionto look more closely at whether the closure of schools as a measure fulfills a function relatedto previous research. The methods used in this study are qualitative text analysis andinterview method, where framing constituted the analytical framework for the empiricalmaterial in order to be able to analyze. The main results of the study show that themunicipality of Trollhattan works in different directions to counteract and solve schoolsegregation. Kronogarden is in focus for Trollhattan's municipality's work regarding bothcounteracting segregation and integration in general. The results also indicate that schoolsegregation has arisen due to other factors such as housing segregation and school choice.Related to previous research, it is stated that the closure of schools as a measure forintegration purposes has seldom proved to be successful in solving school segregation.Through the analysis, it has been emphasized that in the municipality of Trollhattan, there ismore needed than just closing down schools in certain areas to solve school segregation, as itdoes not constitute the core of the problem.

The aim of this study is to examine the political debate regarding the private school reform and school segregation and distinguish any eventual associations with criminality by conducting a policy analysis. The background and previous research of the study exhibited an increasing trend in criminality in Sweden concentrated in the socially vulnerable areas which are characterized by a high number of migrants. The private school reform has led to school segregation in which students with similar ethnic backgrounds are aggregated in the same schools causing homogenous groups of students in the schools. State-owned schools are affected poorly by this as the private-owned schools can choose their students and tend to choose the cost-effective students with good grades leaving the other students to the state-owned schools. The theoretical frameworks for the study were: social constructionism, discourse theory, stigmatisation, moral panic, and othering. The study was conducted with Carol Bacchi’s “What’s the problem represented to be?” discourse method which was used on eight parliamentary procedures each authored by the eight political parties in the Swedish parliament. The results of the study showed two main discourses that could be distinguished in the empiricism: safety and equality thus the problem being unsafety and inequality. All the political parties used these concepts with different implications although commonly as an ambition for the school system. Unsafety in the school system was connected to crime, socially vulnerable areas and the students linked to the areas. All the documents, with exception of one, mentioned school segregation as a problem. Many parties argued that criminality was a result of the school system and segregation. The consequences of the results include stigmatisation and othering of the students associated with the socially vulnerable areas and thus causing moral panic amongst the readers.

World-wide, countries struggle with providing equitable education to all children, where the socioeconomic (SES) background of the students does not affect their educational attainment and achievement. School segregation has been shown in previous research to exacerbate the influence of family background on educational achievement and attainment. In 2019, the Swedish National Agency for Education (NAE) initiated a network between seven superintendents in charge of compulsory education where focus was on school segregation. Through reflexive thematic analysis of semi-structured interviews conducted with six of the superintendents, this research aims to identify what can be learnt from the network project with regards to (1) how school segregation can be tackled by superintendents and (2) using such networks as a method for collaboration. The results indicate that NAE-organized networking between superintendents can be a fruitful way to facilitate professional learning for superintendents by providing a forum they do not usually have access to, where vulnerability and openness is encouraged, and the superintendents help each other develop professionally. With regards to school segregation, the results indicate that the superintendents chose to focus on tackling the negative effects of school segregation by enacting leadership actions aimed at improving instructional quality in the schools with the lowest educational achievement. The findings indicate that superintendents may be able to reduce SES disparities in educational attainment and achievement through enacting and communicatively encouraging leadership actions oriented towards achieving tight coupling, boundary spanning practices. / Världen över har länder svårigheter i att ge en jämlik utbildning till alla barn, där elevernas socioekonomiska bakgrund inte påverkar deras resultat och möjlighet att tillgodogöra sig utbildningen. Tidigare forskning visar att skolsegregation förhöjer familjebakgrundens effekter på utbildningsresultaten. 2019 initierade Skolverket ett nätverk mellan sju skolchefer med ansvar för grundskolan, som fokuserade på skolsegregation. Genom reflexiv tematisk analys av semistrukturerade intervjuer med sex av skolcheferna syftar uppsatsen till att identifiera vad som kan läras av nätverksprojektet med avseende på (1) hur skolchefer kan arbeta med skolsegregation och (2) användande av den här typen av nätverk som metod för samarbete. Resultaten indikerar att nätverk mellan skolchefer, organiserat av Skolverket, kan vara ett framgångstikt sätt att främja professionellt lärande för skolchefer, genom att ge dem tillgång till ett forum de vanligtvis inte har tillgång till, där sårbarhet och öppenhet uppmuntras, och där skolchefer kan stödja varandra i sin professionella utveckling. Gällande skolsegregationen indikerar resultaten att skolcheferna i den här studien valde att fokusera på att minska de negativa effekterna av skolsegregationen genom att tillämpa ledarskapshandlingar som syftade till att höja den pedagogiska kvaliteten i de skolor med lägst resultat. Slutligen indikerar studien att skolchefer kan ha en roll i att minska minska betydelsen av elevers socioekonomiska bakgrund på skolresultaten genom att tillämpa och främja användandet av ledarskapshandlingar som syftar till att uppnå tight coupling och gränsöverskridande arbete.