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The Racialized Structure of Opportunity
1. The Racialized Structure of Opportunity Stephen Menendian Senior Legal Research Associate, The Kirwan Institute For the Study of Race and Ethnicity The Ohio State University January 17, 2009
8. Cross-Domain Impacts of Opportunity Segregation Neighborhood Segregation School Segregation Racial stigma, other psychological impacts Job segregation community power, civic participation and individual assets Educational Achievement Exposure to crime Transportation limitations and other inequitable public services Adapted from figure by Barbara Reskin at: http:// faculty.washington.edu/reskin / Segregation impacts a number of life-opportunities Impacts on Health
29. Cleveland: Foreclosure and Race Maps produced and adapted from Charles Bromley, SAGES Presidential Fellow, Case Western University
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Editor's Notes
The “Narrative” of my talk. There are opportunity structures that shape peoples lives beyond the decisions they make. These structures are racialized. We can use maps to represent them and further to design interventions to disrupt the processes that produce racialized outcomes. Specifically, we can use opportunity maps to propose integration remedies across regions that will move students to high opportunity schools.
It is important to emphasize that this is a conceptual framework, built upon existing empirical data. This framework is important because of the new insights it provides.
This data is not new or comprehensive. The conceptual framework within which this evidence is understood provides important insights. Even for the non-poor, living in impoverished neighborhoods reduces student IQ by 4 points, roughly the equivalent to missing one year of school (Sampson 2007)
Two-thirds of white families in poverty are poor for only three year or less (intermittently), and only 2 percent are impoverished for more than 10 years. 17 percent of the impoverished Black population are poor for ten or more years. African Americans are more likely to suffer the cumulative effects of prolonged poverty, such as long-term, inadequate health care and lack of access to and experience in the mainstream labor market. Even for the non-poor, living in impoverished neighborhoods reduces student IQ by 4 points, roughly the equivalent to missing one year of school (Sampson 2007)
Decades of magnet schools have created the perception that Montclair is an integrated community. This map helped illustrate the continued need for integrative measures.
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