Essay On Hyper-Segregation

The hyper-segregation of public schools is a critical issue since adolescence is when young people begin to form their identity and concept of other. Students in hyper-segregated White schools develop their identities in relation to others in the same hyper-segregated schools (e.g. other White students). This study found that legally required efforts to reduce racial, ethnic and economic isolation in Connecticut public schools have not provided meaningful opportunities for White students to interact with diverse teachers and students. Therefore, at best, these programs are ineffective because they do not achieve the goal reducing racial, ethnic and economic isolation by creating diverse schools. At worse, we posit that the programming designed to reduce racial, ethnic and economic isolation has an inverse effect and negatively influences the development of an accurate sense of identity and concept of other. We posit that much of the programming designed to reduce racial, ethnic and economic isolation is in fact reinforcing existing stereotypes and contributing to the development of identity and a concept of other that reinforces a sense of superiority, and leads White students to view
In order to develop a post-racial nation, Americans must identify the lingering vestiges of segregation that are ultimately to blame for ongoing racial strife and injustice in the United States. The most glaring example of ongoing segregation is inherent in the American system of public education. America will never evolve into a post-racial nation if the system of segregated public schools is maintained, and the curricular, extra-curricular and co-curricular school-sponsored activities that purport to reduce racial, ethnic and economic isolation continue to reinforce existing notions of superiority and