{"id":545,"date":"2019-03-31T23:04:41","date_gmt":"2019-03-31T23:04:41","guid":{"rendered":"http:\/\/web.colby.edu\/achievementgap\/?p=545"},"modified":"2019-03-31T23:04:41","modified_gmt":"2019-03-31T23:04:41","slug":"segregation-in-the-status-quo","status":"publish","type":"post","link":"https:\/\/web.colby.edu\/achievementgap\/2019\/03\/31\/segregation-in-the-status-quo\/","title":{"rendered":"Segregation in the Status Quo"},"content":{"rendered":"

This past week, the news broke of the infinitesimally small percentage of black and hispanic students who gained admittance in the upcoming school year to Stuyvesant, New York’s most selective and prestigious of the specialized public high schools. Stuyvesant and seven other schools are a part of a specific system wherein admission is solely determined by an entrance exam known as the SHSAT. Although only 4% of the test takers qualify for entrance to Stuyvesant, of the 895 admissions granted this year, only 7 of those students are black. This blatant disparity illuminates the issue of segregation that continues to plague New York City, and schools across the nation.<\/p>\n

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While it has been 50 years since the Supreme Court mandated that schools be desegregated in Brown v. Board of Education, the silent segregation of our schools has continued to lurk in the shadows. Stuyvesant is just one example of this. However, it is not the typical picture of black-white segregation. Out of 3,300 students at this institution, 73% of them are asian. As for the rest, white students make up 20% and hispanics account for 4%. Black students only make up 1% of the entire student body at Stuyvesant. This is at odds with the New York City school system as 70% of students are either black or hispanic. Attempts have been made to diversify Stuyvesant and the other specialized schools without changing the entrance exams, but they have had no affect.<\/p>\n

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Percentage of each region\u2019s black students in schools with a student body that is more than 90 percent minority<\/p><\/div>\n

There is a trend at large of segregation, especially for black students. Unfortunately, the severity of segregation seems to be getting worse.\u00a0 As evidenced by this graphic produced by the New York Times<\/a>, more and more black students are finding themselves at schools where the majority of the student body are minorities. This is a problem because “segregated minority schools are strongly related to an array of factors that limit educational opportunities and outcomes,” according to a report<\/a> produced in 2012 by a UCLA civil rights project.<\/p>\n

Some scholars argue that because white people are becoming a smaller portion of the total US population, these trends of schools being majority minority make sense. For example, Robert Verbruggen at the National Review uses this change in demographics as proof that school segregation is not getting worse (see his article on the myth of segregation here<\/a>). He points to a study<\/a> from Stanford’s Sean Reardon, and USC’s Ann Owens that purports that segregation has not changed significantly over the past few decades. While whites are anticipated to become a minority group in terms of the total US population by 2042, this change does not mean that our schools are desegregated. Stuyvesant exemplifies this. White students are not in the majority there, or at any of the specialized New York City schools. Despite this, black and hispanic students are still utterly underrepresented. This can be seen in this graphic provided by the New York Times<\/a>, which breaks down the racial makeup of each of the specialized New York high schools.<\/p>\n

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This past week, the news broke of the infinitesimally small percentage of black and hispanic students who gained admittance in the upcoming school year to Stuyvesant, New York’s most selective and prestigious of the specialized public high schools. Stuyvesant and seven other schools are a part of a specific system wherein admission is solely determined […]<\/p>\n","protected":false},"author":8771,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_s2mail":"no","footnotes":""},"categories":[1],"tags":[],"_links":{"self":[{"href":"https:\/\/web.colby.edu\/achievementgap\/wp-json\/wp\/v2\/posts\/545"}],"collection":[{"href":"https:\/\/web.colby.edu\/achievementgap\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/web.colby.edu\/achievementgap\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/web.colby.edu\/achievementgap\/wp-json\/wp\/v2\/users\/8771"}],"replies":[{"embeddable":true,"href":"https:\/\/web.colby.edu\/achievementgap\/wp-json\/wp\/v2\/comments?post=545"}],"version-history":[{"count":1,"href":"https:\/\/web.colby.edu\/achievementgap\/wp-json\/wp\/v2\/posts\/545\/revisions"}],"predecessor-version":[{"id":548,"href":"https:\/\/web.colby.edu\/achievementgap\/wp-json\/wp\/v2\/posts\/545\/revisions\/548"}],"wp:attachment":[{"href":"https:\/\/web.colby.edu\/achievementgap\/wp-json\/wp\/v2\/media?parent=545"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/web.colby.edu\/achievementgap\/wp-json\/wp\/v2\/categories?post=545"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/web.colby.edu\/achievementgap\/wp-json\/wp\/v2\/tags?post=545"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}