Integration: Good for All of Us

I just read Can We Talk about Race: And Other Conversations in an Era of School Resegregation by Beverly Daniel Tatum. Phd.

What is the significance of continuing residential and increasing school segregation? One possible outcome is that while interracial contact and more-tolerant racial attitudes increased during the last half of the twentieth century, the same may not be true in the first quarter of the twenty-first century, particularly in our public schools. For example, when high school students were asked . . . how often they interacted with people of other races--engaging in activities such as having a conversation, eating together, or playing sports--the percentage of white students who said they did this "a lot" increased significantly over the time between 1976 and 2000, doubling from approximately 15 percent to 30 percent. While conversely this statistic suggests that 70 percent of white youth do not have such experiences with great frequency, the increase in interaction reported in this study can be seen as a positive result of improving race relations in America. What will the answers be in 2010? In 2020?
. . . The progress that has been made in the reduction of racial prejudice that can be associated with shared school experiences is at risk of stalling.

Make Segregation Equal?

I understand it. Neighborhood schools have a lot to recommend them. You can walk to school; there's a sense of community; your children and their friends live close to each other. Desegregation may mean traveling an inconvenient distance to school, and it may mean social isolation for children after school, and it brings a host of other problems. But, still.

Schools with a majority nonwhite student population are going to have less money, because these are schools on the wrong side of the street from the gated communities and gently rolling green hills and high property values. These schools usually will not be staffed by the most experienced administrators and teachers. They may not have all the supplies they need, nor enough books, nor computers. The way schools are funded makes sure of this, in this land of I Got Mine and You Can't Have Any (so short-sighted).

Yes, all schools should teach the same material, be equally rigorous, provide the same supplies, offer the same opportunities. They should.

But even if they did, even if schools truly were separate but equal, that would still be a terrible world in which to live. Wouldn't it mean that we gave up?

Education Requires Integration

Or at least it should.

School integration is good for everybody:

Wells’s [Amy Stuart Wells, of Columbia University's Teachers College --ed.] brief primarily focuses on the long-term benefits of school integration. She cites social science data that shows integrated schools have a strong, positive effect on students’ racial attitudes and ability to interact with others in multiracial settings. The data show that minority students receive long-term benefits from integrated schools: they tend to move into more racially integrated settings in their lives and careers; they experience greater social mobility; they have higher occupational aspirations; and they develop intergroup skills that benefit both the graduates and their employers.

At the same time, research shows that white students who attend racially integrated schools have fewer racial stereotypes and prejudices, even controlling for other relevant social factors. Not only do integrated schools help the life chances of minority students, they also lessen the discrimination they face in society. Furthermore, Wells presents research showing that schools are often the only place that children are exposed to the multicultural experiences that lead to these benefits.

But there is so much opposition:

MILTON, Mass. -- Last spring, town officials in this affluent Boston suburb changed the elementary-school assignments for 38 streets -- and sparked outrage. Some white families had been reassigned to Tucker, a mostly black school which has historically had Milton's lowest test scores.

Among those reassigned is Kevin Keating, a white parent who is talking to lawyers about going to court to reverse the plan. I "just don't feel good putting [my son] in an inferior school," he says. His ammunition: the U.S. Supreme Court's June ruling that consideration of race in school assignments is unconstitutional.

Some work for integration in an attempt to reduce the racial achievement gap in test scores:

Although the push to integrate public schools is often associated with the civil-rights movement, these days many school administrators want to integrate schools for a more practical reason: to raise test scores. Studies show black and other minority students tend to perform better academically when they learn alongside white classmates. Districts face the threat of losing government funds if school test scores fail to meet a certain threshold.

Even though closing the achievement gap is ostensibly a significant goal of the No Test Publisher Child Left Behind legislation, really, are we surprised that to learn that

the Bush administration and various organizations have filed briefs opposing the integration policies.

The real issue is that school segregation is a basic human rights violation:

[According to a UN Human Rights Commission report] the state of segregation in U.S. schools may violate an international human rights treaty to which the United States is a signatory.