Today’s blogger is Dr. Kfir Mordechay, social science research consultant with The Civil Rights Project at UCLA. He writes here about research recently published in an article (co-authored by Dr. Gary Orfield) in The Educational Forum.
For almost two centuries after the first official census in 1790, the United States was between 80 and 90 percent White.
Now the United States is on a path toward a demographic diversity never experienced by any nation.
In 2013 we hit a tipping point, where for the first time in the nation’s history most of the babies born were members of minority groups. This means that today’s young Latinx, Black, and Asian toddlers will quickly become the country’s majority.
As the demographic landscape of the country continues to shift, it is our great metropolitan areas that are fueling the transition to a majority-minority country.
It is in these densely populated areas that we find the most profound demographic shifts. Already, in 36 of the nation’s 50 largest metropolitan areas, newborns have surpassed the majority-minority threshold. And in the country’s largest cities and their urbanized areas of New York, Los Angeles, and Chicago, 2 out of 3 toddlers are nonwhite.
These toddlers, who will soon grow to be school-age children, come from groups that tend to underperform educationally. This raises questions about how the nation’s schools are preparing the next generation to participate productively in an increasingly competitive global economy.
On average nationwide, these students attend schools that are segregated by race and class, with fewer educational resources such as teacher quality and experience, which could negatively impact their educational achievement.
In 1990, 7 out of 10 school-aged children were White—but today, that number is less than 1 in 2. Educators and policy makers must consider all possible strategies to improve the educational outcomes for this new and diverse majority of American students—a majority that is overwhelmingly concentrated in the nation’s metro regions and whose success is inextricably linked to the future economic prosperity of the nation.
Although the shift in the nation’s racial and ethnic makeup poses imperative challenges for the country’s public schools and society at large, this ongoing diversity explosion should be greeted with optimism because of the opportunities it presents for revitalizing our country, energizing our labor force, and providing greater connectivity to the global economy.
But there is a danger in continuing to pursue the dominant reform models of high-stakes testing and charter schools to address the needs of the nation’s rapidly growing minority groups. This means we must find workable solutions that offer these students more access to better schools.
In thinking about these solutions, it is especially important to keep in mind the range of metropolitan community contexts. In our article, Gary Orfield and I argue that achieving such solutions will require thinking creatively about policies that link housing and schools.
We call for expanding federal housing and urban development programs to create more economically integrative housing, creating more magnet school programs with guidelines and strategies for racial diversity, and putting similar requirements on charter schools.
KDP is proud to partner with Routledge to share Dr. Mordechay and Dr. Orfield’s article free with the education community through May 31, 2017. Read the full article here.