FORMAT: MINIMUM of two full single-spaced pages. 12 point Times New Roman font, 1” margins on all sides, no space between paragraphs (but do actually have paragraphs). No need for a works cited page, unless you bring in material from outside of class. However, do use in-text citations.
DIRECTIONS:Read and/or listen to the following pieces regarding school segregation
https://www.thisamericanlife.org/radio-archives/episode/512/house-rules
https://www.propublica.org/article/living-apart-how-the-government-betrayed-a-landmark-civil-rights-law
Answer the following questions:
1. What’s the difference(s) between de jure and de facto segregation?Provide an example of each (Hint: course readings should be helpful here).
2. Detail how the constellation of policy, courts, economics, and group level processes generated and maintained a system of residential racial segregation. Next, tell me how this system is related to school segregation—both historically and in our current era.
3. Think about the aftermath of the Federal Housing Act of 1968. Is any of this a good example of the second dimension of power? If so, provide some detail.
4. Interrogate the following snippet using a third dimension of power perspective:
• In denying the Louisville and Seattle school districts a right to pursue explicit racial integration (in Parents Involved in Community Schools, 2007), Roberts wrote: ‘The distinction between segregation by state action and racial imbalance caused by other factors has been central to our jurisprudence … ‘Where [racial imbalance] is a product not of state action but of private choices, it does not have constitutional implications’.” Roberts went on to say that schools in the two cities were imbalanced because they are located in imbalanced neighborhoods; racial housing patterns in these cities might result from “societal discrimination,” but remedying discrimination “not traceable to [government’s] own actions” can never justify racial classifications of students.
