Racial diversity in the US is an inherent part of ongoing globalization and migration processes. The multiculturality of the American population results in growing diversity in classrooms. The impact of such a tendency on school culture is undoubtful, and it is an essential part of the educational process that helps students to develop a tolerant and open-minded attitude. However, it is necessary to organize a school system that acknowledges diversity and fights the challenges of school segregation that are still present. The report by Siegel-Hawley et al. shows that the majority of white students attend three out of twenty-four public elementary schools in Richmond, VA (“Confronting”, p. 6). Apart from that, the school system in Richmond is about to face another problem. According to Richmond Public Schools, V. A., due to the high total fertility rate and the in-migration of young families, the expected total district enrollment will increase by over 6% within the next five years (p. 1). Therefore, the integration of Richmond public elementary schools is a crucial part of the overall desegregation process that aims at promoting diversity and increasing equity.
There are several reasons for the current patterns of school segregation in Richmond. Brown v. Board of Education decision taken by the Supreme Court in 1954, became a landmark in the history of the US social relations. However, there was no specified timeframe for schools to desegregate, and the efforts to end the separation are continuing in some areas. Schools in the south took longer to respond to the policy, and this can still be seen in the case of Richmond public schools (Siegel-Hawley et al., “Confronting”, p. 23). Another reason is residential segregation and the district’s migration flow. Siegel-Hawley et al. named the following reasons for evident racial and class separation in the region: “restrictive covenants, ghettoization, urban renewal, discriminatory buying, selling and lending practices” (“Creating”, p. 8). In other words, the housing sector has a direct influence on school segregation. As to the migration processes in Richmond, VA, there is a consistent in-migration of young families with children, which increases the total yearly enrollment in the district (Richmond Public Schools, V. A. 1). Ultimately, many practices influence racial segregation at schools and are to be kept in mind.
The discussion in Richmond is proof that the issue of segregation of black and white students at schools is still not solved. However, the US is becoming more diverse with each year, and discrimination in K-12 education is preventing schools from creating future members of an integrated society. Consequently, ignoring the importance of the school desegregation can widen the gap between the rich and the poor and complicate the financial situation for the middle class, increasing the income separation (Siegel-Hawley et al., “Confronting”, p. 4; Siegel-Hawley et al., “Creating”, p. 5). Besides, the issue is closely related to the students’ mental health. Multicultural schools promote the development of a strong, confident, and self-aware personality, which helps the students to feel safe and be satisfied with themselves (Siegel-Hawley et al., “Creating”, p. 3). Another consequence of segregated schools is an extreme racial concentration of students. Most white students attend just three schools in Richmond: Linwood Holton Elementary, William Fox Elementary, and Mary Munford Elementary (Siegel-Hawley et al., “Creating”, p. 7). Thus, school integration is a powerful tool that can help create a healthy society and decrease socio-economical gaps.
All things considered, it is crucial to develop policies that will focus on desegregating schools and take into account the specifics and historical background of Richmond. The research by Siegel-Hawley et al. suggests several recommendations for policy decisions regarding the problem (Siegel-Hawley et al., “Creating”, p. 11). The primary measures are enrolling the majority of students in more diverse schools and reducing racial concentrations of students that promote the gap between affluent and low-income households (Siegel-Hawley et al., “Creating”, p. 11). However, it might be challenging in some aspects, as the enrolment is closely linked to the residency of students. It is impossible just to redistribute students between schools; instead, measures need to be taken to prevent further concentrations. A great opportunity is the opening of three new schools that is planned in the district. Another solution can be creating a “Diverse, Equitable and Inclusive Schools committee” (Siegel-Hawley et al., “Creating”, p. 12). Besides, various cultural and educational events accessible to all students can promote the idea of an integrated school community. Implementing these policies is just the first step toward creating an inclusive environment supportive for every individual.
Overall, the problem of segregated elementary schools still exists and is a subject to discussion in Richmond. School integration is a primary measure that can help promote diversity and support attitude free from prejudice. The long history of residential and educational segregation in the district shows that solving the problem can be challenging. However, some guidelines can help in creating a quality environment for all students. It is necessary to focus on organizing new schools and promoting the policy aimed at supporting diversity, which includes decreasing racial concentrations at schools and developing a strong cultural and educational connection between students. Diversity is an inevitable and beautiful process, and it should be acknowledged and promoted instead of being suppressed.
References
- Richmond Public Schools, V. A. Demographic Study Report April 2019. 2019.
- Siegel-Hawley, Genevieve, et al. “Confronting School and Housing Segregation in the Richmond Region: Can We Learn and Live Together?” University of Richmond, Virginia Commonwealth University, Housing Opportunities Made Equal, 2017.
- Siegel-Hawley, Genevieve, et al. “Creating More Integrated Schools in a Segregated System: A Window of Opportunity.” School of Professional and Continuing Studies, University of Richmond; School of Education, Virginia Commonwealth University; Virginia Housing Alliance, 2019.