Hyper-White High Schools

We believe that the efforts to reduce racial, ethnic, and economic isolation reported by hyper-segregated White high schools are not effective with respect to meaningfully reducing racial, ethnic, and economic isolation by exposing hyper-segregated White students to diverse students and teachers. Furthermore, we believe that the efforts to reduce racial, ethnic and economic isolation reported by hyper-segregated White high schools are only marginally effective with respect to ameliorating the negative short-term and long-term effects of racial, ethnic, and economic isolation. Beyond the lack of direct exposure to diverse students and faculty, and the lack of effective programming designed to ameliorate the negative impacts of racial, ethnic
and economic isolation, we posit that the efforts to reduce racial, ethnic, and economic isolation may contribute to the reinforcement of negative stereotypes developed by hyper-segregated White high school students. Thus, the efforts to reduce racial, ethnic and economic isolation in hyper-segregated White public high schools may negatively influence the process that adolescents undergo while developing identity, self-concept, and concept of the other
As part of an iterative process that involved comparing the self-reported efforts to reduce racial, ethnic and economic isolation in hyper-segregated White public high schools with the theoretical framework associated with development of a concept of other, we analyzed each of the themes generated from the data, and considered the efficacy of self-reported efforts to reduce racial isolation in hyper-segregated White high schools. The process involved discussion and analysis of the efforts to reduce racial, ethnic, and economic isolation through the lens of the literature base that documents what the research posits via-a-vis how adolescents develop a concept of “the other.” The following section summarizes this analysis.
The Efficacy of Efforts to Reduce Racial, Ethnic and Economic Isolation in Hyper-Segregated White High Schools
Clubs and Club Activities
The most common effort to reduce racial, ethnic and economic isolation in hyper-segregated White high schools involves school-sponsored clubs and club activities.
It is unclear from the Strategic School Profile and Performance and Profile report data how and why hyper-segregated White high schools view many of the clubs and club activities as an effort to reduce racial, ethnic, or economic isolation. Many of the clubs and club activities are designed to raise awareness surrounding inclusion issues with disabled students (e.g. Best Buddies Club and Unified Sports Club), gay, straight, transgender and bisexual issues (e.g. Gay Straight Alliance Club), and other social justice issues that have nothing to do with racial, ethnic, or economic isolation. Granted, some hyper-segregated White high schools identify a handful of clubs that directly connect to matters concerning racial, ethnic and economic isolation (e.g. Diversity Club, Habitat for Humanity, etc…). However, these clubs and club activities are a minority of the overall clubs and club activities identified by hyper-segregated White high schools. Furthermore, while good intentioned, most of the activities sponsored by clubs have little connection to matters involving racial, ethnic, and economic isolation. Reported efforts involving community service programming and raising awareness of social justice issues are in most cases tangentially related to issues concerning racial, ethnic, and economic
isolation.
During the member checking process, we asked the principals of hyper-segregated White high schools how the clubs and club activities that do not directly address racial, ethnic or economic isolation connect to issues involving racial, ethnic, and economic isolation. The principals of the hyper-segregated White high schools reported that they take a broader view of the values that students involved with the clubs and club activities develop. The principals at the hyper-segregated White high schools believe that by raising student awareness of any social justice issue, students will connect that awareness to matters related to social justice for members of communities that are subject to racial, ethnic, and economic isolation.
Furthermore, during the member checking process, we asked the principals if involvement with the clubs and club activities was mandatory. The principals reported that membership in the clubs and involvement with the club activities was not required. According to the principals, students interested in the work and mission of the clubs are welcome to volunteer. While some of the activities of the clubs extend to the entire school community, most of the activities and programming are available only to the students who volunteer to participate. It cannot be determined from the data how many students choose to participate in the clubs, nor how many students in the broader school community are influenced by the club-affiliated activities. Therefore, as a vehicle for raising awareness of racial, ethnic, and economic isolation for all students in hyper-segregated White high schools, we conclude that clubs and club activities do not have the reach and influence necessary to ensure that all hyper-segregated White students are provided educational opportunities to meaningfully interact with students and teachers from diverse racial, ethnic, and economic backgrounds.
While many of these clubs and club activities are well meaning, we conclude that these clubs and club activities have very little impact on the creation of positive mental models associated with development of a concept of otherness. We further conclude that clubs and club activities may inadvertently create a structure in which students develop and/or reinforce harmful mental models associated with an understanding of “the other.”
In a limited number of instances, hyper-segregated White high schools identify clubs that directly address matters related to racial diversity.
Some of these clubs are referred to as “Diversity Clubs.” According to the self-reported descriptions of these clubs, the themes and activities of the diversity clubs cut across a wide range of topics involving race and the ongoing challenges confronted by many racial and ethnic minority groups in America. These clubs provide students in hyper-segregated White high schools the platform to discuss the challenges faced by the minority groups in America, and the opportunity and design programming that brings awareness to the needs and challenges faced by various minority groups. However, the work of these diversity-type clubs is conducted in a racially isolated, predominantly White environment. Because the environment is homogeneously White, the impact of this environment inhibits students from developing a well-rounded concept of the other, and may help students develop a sense that “the other” is inferior or lacking. This, in turn, does not have a significant impact on the development of the traits/skills that students will need as they pursue their lives or studies beyond the high school setting, and may very well lead to a culture shock or dissonance when these students enter other settings that are not
hyper-segregated.
Overall, the small number of clubs and club activities that address matters concerning racial, ethnic, and economic isolation were found to create the structure for students to talk about the needs of minority groups, and consider those needs independent of actual interaction with members of the minority groups. The White students in these clubs are likely to develop an understanding of racially isolated groups that is at best inaccurate, and at worst reinforces negative and skewed images promoted in popular culture. Thus, while well meaning, the activities of school-sponsored diversity clubs may in fact reinforce racial stereotypes, and are therefore ineffective with respect to promoting a healthy and accurate concept of the other.