Has School Desegregation Improved Equality of Educational Outcomes in the United States? The Case of Boston’s Public Schools, 2010-2019.
Aya Anwar Hasan Alkhatib
آية انورحسن الخطيب
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.