Racial segregation in the United States | effects
Even African Americans from poor inner-cities who do attend universities continue to suffer academically due to the stress they suffer from having family and friends still in the poverty-stricken inner cities. Education is also used as a means to perpetuate hypersegregation. Real estate agents often implicitly use school racial composition as a way of enticing white buyers into the segregated ring surrounding the inner-city
The percentage of black children who now go to integrated public schools is at its lowest level since 1968. The words of "American apartheid" have been used in reference to the disparity between white and black schools in America. Those who compare this inequality to apartheid frequently point to unequal funding for predominantly black schools.
In Chicago, by the academic year 2002–2003, 87 percent of public-school enrollment was black or Hispanic; less than 10 percent of children in the schools were white. In Washington, D.C., 94 percent of children were black or Hispanic; less than 5 percent were white.
The "New American apartheid" refers to the allegation that US drug and criminal policies in practice target blacks on the basis of race. The radical left-wing web-magazine
Modern prisoners occupy the lowest rungs on the social class ladder, and they always have. The modern prison system (along with local jails) is a collection of ghettos or poorhouses reserved primarily for the unskilled, the uneducated, and the powerless. In increasing numbers this system is being reserved for racial minorities, especially blacks, which is why we are calling it the New American Apartheid. This is the same segment of American society that has experienced some of the most drastic reductions in income and they have been targeted for their involvement in drugs and the subsequent violence that extends from the lack of legitimate means of goal attainment.
This article has been discussed at the Center on Juvenile and Criminal Justice and by several school boards attempting to address the issue of continued segregation.
In higher education some groups have contested racially separatist policies in college dormitories. In 2002, the New York Civil Rights Coalition released "The Stigma of Inclusion, Racial Paternalism and Separatism in Higher Education." The report underscored patterns of self-segregation on college campuses that the authors alleged were encouraged by college administrators.
Due to education being funded primarily through local and state revenue, the quality of education varies greatly depending on the geographical location of the school. In some areas, education is primarily funded through revenue from property taxes; therefore, there is a direct correlation in some areas between the price of homes and the amount of money allocated to educating the area's youth. A 2010 US Census showed that 27.4% of all African-Americans lived under the poverty line, the highest percentage of any other ethnic group in the United States. Therefore, in predominantly African-American areas, otherwise known as 'ghettos', the amount of money available for education is extremely low. This is referred to as "funding segregation". This questionable system of educational funding can be seen as one of the primary reasons contemporary racial segregation continues to prosper. Predominantly Caucasian areas with more money funneled into primary and secondary educational institutions, allow their students the resources to succeed academically and obtain post-secondary degrees. This practice continues to ethnically, socially and economically divide America.
Alternative certificate programs were introduced in many inner-city schools and rural areas. These programs award a person a teaching license even though he/she has not completed a traditional teaching degree. This program came into effect in the 1980s throughout most states in response to the dwindling number of people seeking to earn a secondary degree in education. This program has been very controversial. It is, "booming despite little more than anecdotal evidence of their success.[…] there are concerns about how they will perform as teachers, especially since they are more likely to end up in poor districts teaching students in challenging situations." Alternative Certificate graduates tend to teach African-Americans and other ethnic minorities in inner-city schools and schools in impoverished small rural towns. Therefore, impoverished minorities not only have to cope with having the smallest amount of resources for their educational facilities but also with having the least trained teachers in the nation. Valorie Delp, a mother residing in an inner-city area whose child attends a school taught by teachers awarded by an alternative certificate program notes:
"One teacher we know who is in this program said he had visions of coming in to "save" the kids and the school and he really believes that this idea was kind of stoked in his program. No one ever says that you may have kids who threaten to stab you, or call you unspeakable names to your face, or can't read despite being in 7th grade."
Delp showcases that, while many graduates of these certificate programs have honorable intentions and are educated, intelligent people, there is a reason why teachers have traditionally had to take a significant amount of training before officially being certified as a teacher. The experience they gain through their practicum and extensive classroom experience equips them with the tools necessary to educate today's youth.
Some measures have been taken to try give less affluent families the ability to educate their children. President
Leo then goes on to note that, "the majority of the students receiving assistance under the act are Black and Brown." There have been various other Acts enacted to try and aid impoverished youth with the chance to succeed. One of these Acts includes the No Child Left Behind Act of 2001 (NCLB). This Act was meant to increase the accountability of public schools and their teachers by creating standardized testing which would give an overview of the success of the school's ability to educate their students. Schools which repeatedly performed poorly would have increased attention and assistance from the federal government. One of the intended outcomes of the Act was to narrow the class and racial achievement gap in the United States by instituting common expectations for all students. Test scores have shown to be improving for minority populations, however, they are improving at the same rate for Caucasian children as well. This Act therefore, has done little to close the educational gap between Caucasian and minority children.
There has also been an issue with minority populations becoming educated because to a fear of being accused of "Acting White." It is a hard definition to pin down, however, this is a negative term predominantly used by African-Americans that showing interest in one's studies is a betrayal of the African-American culture as one is trying to be a part of white society rather than staying true to his/her roots. Roland G. Fryer, Jr., at Harvard University has noted that, "There is necessarily a trade-off between doing well and rejection by your peers when you come from a traditionally low-achieving group, especially when that group comes into contact with more outsiders." Therefore, not only are there economic and prehistoric causes of racial educational segregation, but there are also social notions that continue to be obstacles to be overcome before minority groups can achieve success in education.
Another impact of hypersegregation can be found in the health of the residents of certain areas. Poorer inner-cities often lack the health care that is available in outside areas. That many inner-cities are so isolated from other parts of society also is a large contributor to the poor health often found in inner-city residents. The overcrowded living conditions in the inner-city caused by hypersegregation means that the spread of infectious diseases, such as
Poor inner-city residents also must contend with other factors that negatively affect health. Research has proven that in every major American city, hypersegregated blacks are far more likely to be exposed to dangerous levels of air toxins. Daily exposure to this polluted air means that African-Americans living in these areas are at greater risk of disease.
One area where hypersegregation seems to have the greatest effect is in violence experienced by residents. The number of violent crimes in the U.S. in general has fallen. The number of murders in the U.S. fell 9% from the 1980s to the 1990s. Despite this number, the crime rates in the hypersegregated inner-cities of America are rising. As of 1993, young African-American men are eleven times more likely to be shot to death and nine times more likely to be murdered than their European American peers. Poverty, high unemployment, and broken families, all factors more prevalent in hypersegregated inner-cities, all contribute significantly to the unequal levels of violence experienced by African-Americans. Research has proven that the more segregated the surrounding European American suburban ring is, the rate of violent crime in the inner-city will rise, but, likewise, crime in the outer area will drop.
One study finds that an area's residential racial segregation increases metropolitan rates of black poverty and overall black-white income disparities, while decreasing rates of white poverty and
One study finds that African-Americans who live in segregated metro areas have a higher likelihood of single-parenthood than Blacks who live in more integrated places.
Research shows that segregation along racial lines contributes to public goods inequalities. Whites and blacks are vastly more likely to support different candidates for mayor than whites and blacks in more integrated places, which makes them less able to build consensus. The lack of consensus leads to lower levels of public spending.