Has School Desegregation Improved Equality of Educational Outcomes in the United States? The Case of Boston’s Public Schools, 2010-2019.
Date
2019-10-22
Authors
Aya Anwar Hasan Alkhatib
آية انورحسن الخطيب
Journal Title
Journal ISSN
Volume Title
Publisher
Al-Quds University
Abstract
iii
Abstract
The study aimed to evaluate desegregation success or failure in the United States
through examining the Boston Public School system in the last decade from 2010 to
2019. The study used three approaches: historical, quantitative, and qualitative
approaches using the Boston Public Schools annual reports, NGOs, scholarly research,
and government data. The results of the study are: Boston Public Schools are more
segregated than forty-five years ago, school segregation is primarily a result of inherited
residential segregation in disadvantaged neighborhoods for African and Latin American
citizens, and structural racism is the deepest cause of the continuous educational
inequality for racial minorities. The study recommends prioritizing one goal for all
schools for equal education and a comprehensive development plan for all
neighborhoods. Construct and locate new schools on the borders of different background
neighborhoods that aim to be a center of racial interaction to reduce prejudice and
stereotypes. Plan for extracurricular policies, plans, and activities that aim to integrate
students with different races and backgrounds. Share awareness about the multicultural
community in cultural and intellectual clubs, social media, and talk shows among
students.