Location
Guzman 110, Dominican University of California
Start Date
4-20-2017 6:00 PM
End Date
4-20-2017 6:15 PM
Student Type
Graduate
Faculty Mentor(s)
Madalienne F. Peters, Ed.D.
Presentation Format
Oral Presentation
Abstract/Description
Zoning can impact quality in the education of students, particularly students of color and of lower socio-economic status. An impact of zoning involves family access to quality schools. This is an issue that affects many students locally and throughout the country and may lead to a form of de facto segregation.
School segregation as a byproduct of zoning can impact families and children in socioeconomic level and ethnic identification as important factors. The problem is that students who attend schools located in affluent communities typically have access to more school resources and modern facilities compared to students who attend schools in areas where families have low incomes, typically neighborhoods where zoning is established. This type of segregation contributes to inequality that may manifest itself in school quality.
The purpose of this study is to identify how school personnel can promote equity given the circumstances of the local school setting, specifically in schools that serve English language learners. The review of the literature reveals that school segregation based on zoning factors contributes to the disparity in the allotment of resources given to different schools based on family wealth.
Educational personnel including administrators and classroom teachers in an elementary school were interviewed for their perspectives on ways to promote equity within the context of de facto segregation at school.
Keywords: equity, inequity, zoning, segregation, resources
Promoting Equity In A Local Urban School Setting
Guzman 110, Dominican University of California
Zoning can impact quality in the education of students, particularly students of color and of lower socio-economic status. An impact of zoning involves family access to quality schools. This is an issue that affects many students locally and throughout the country and may lead to a form of de facto segregation.
School segregation as a byproduct of zoning can impact families and children in socioeconomic level and ethnic identification as important factors. The problem is that students who attend schools located in affluent communities typically have access to more school resources and modern facilities compared to students who attend schools in areas where families have low incomes, typically neighborhoods where zoning is established. This type of segregation contributes to inequality that may manifest itself in school quality.
The purpose of this study is to identify how school personnel can promote equity given the circumstances of the local school setting, specifically in schools that serve English language learners. The review of the literature reveals that school segregation based on zoning factors contributes to the disparity in the allotment of resources given to different schools based on family wealth.
Educational personnel including administrators and classroom teachers in an elementary school were interviewed for their perspectives on ways to promote equity within the context of de facto segregation at school.
Keywords: equity, inequity, zoning, segregation, resources