Is Segregation Making A Comeback?
By: Angelica Amezquita
Culture and diversity is one of Chicago's Public Schools System most honorable traits. However, with CPS's new tier system, the city is becoming more and more segregated in both racial and cultural ways. The CPS tier system is said to encourage diversity in selective enrollment schools however, this diversity is often cut short. Although it does help with the demographics of the selective enrollment schools, it does not help the actual environment of the schools. Some of the most diverse schools in the selective enrollment category, still face the problem of students compartmentalizing other students. The cafeteria in a high school is often separated by not only grade but also race and gender sometimes. Since Chicago is one of the most segregated cities in the nation, the students are used to their neighborhoods being predominantly one race, often times they feel most comfortable making that same environment for themselves at their school.
Most students are aware of what kind of economic class they come from; some may be ashamed while others are proud of their income. This income is usually portrayed by the tiers that the students come from. The wealthier students generally associate with kids within their same economic standing and race that come from tier 3 or 4. While the lower class students often identify with kids of their same class and race in tiers 1 or 2. With this separation going on in schools, the claim of diversity becomes faulty. Bogira says "but the fight sidestepped CPS's most significant problem—a problem that will persist next year in a system somewhat smaller, as it would have persisted had no schools been closed. The problem is racial segregation, and especially the way it concentrates poverty." The economic separation of the students inside the school make the wealthier kids have a sense of superiority thus making the lower class kids feel inferior. The already impoverished neighborhood schools are portrayed as "anchors" in society, keeping us down ( Rezin). This sense of inferiority can be linked to expendability.
Lower class students are much too often linked with being dumb or illiterate because of their background. The image of being illiterate is often affiliated with being useless and expendable. If these tiers objectify students by their income it is only a matter of time until the diversity in schools becomes merely a myth. Selective enrollment schools should not have to be about "choice and competition" rather it should be about "integration and equity" (CTU Research). Integrated schools should have an accepting environment, not a segregated one.
sources:
Boigra, Steve. "Trying to Make Separate Equal ." Chicago Reader. N.p., 13 June 2013. Web. 26 Feb. 2014.
CTU Research. "New Report Unravels the Sordid History of Racial Segregation in Chicago Public Schools." Chicago Teachers Union. N.p., 17 May 2013. Web. 28 Feb. 2014.
Rezin, Ashlee. "Progress Illinois." CPS Policies Reinforce Segregation In Chicago, Finds CTU Report. N.p., 20 May 2013. Web. 27 Feb. 2014.
By: Angelica Amezquita
Culture and diversity is one of Chicago's Public Schools System most honorable traits. However, with CPS's new tier system, the city is becoming more and more segregated in both racial and cultural ways. The CPS tier system is said to encourage diversity in selective enrollment schools however, this diversity is often cut short. Although it does help with the demographics of the selective enrollment schools, it does not help the actual environment of the schools. Some of the most diverse schools in the selective enrollment category, still face the problem of students compartmentalizing other students. The cafeteria in a high school is often separated by not only grade but also race and gender sometimes. Since Chicago is one of the most segregated cities in the nation, the students are used to their neighborhoods being predominantly one race, often times they feel most comfortable making that same environment for themselves at their school.
Most students are aware of what kind of economic class they come from; some may be ashamed while others are proud of their income. This income is usually portrayed by the tiers that the students come from. The wealthier students generally associate with kids within their same economic standing and race that come from tier 3 or 4. While the lower class students often identify with kids of their same class and race in tiers 1 or 2. With this separation going on in schools, the claim of diversity becomes faulty. Bogira says "but the fight sidestepped CPS's most significant problem—a problem that will persist next year in a system somewhat smaller, as it would have persisted had no schools been closed. The problem is racial segregation, and especially the way it concentrates poverty." The economic separation of the students inside the school make the wealthier kids have a sense of superiority thus making the lower class kids feel inferior. The already impoverished neighborhood schools are portrayed as "anchors" in society, keeping us down ( Rezin). This sense of inferiority can be linked to expendability.
Lower class students are much too often linked with being dumb or illiterate because of their background. The image of being illiterate is often affiliated with being useless and expendable. If these tiers objectify students by their income it is only a matter of time until the diversity in schools becomes merely a myth. Selective enrollment schools should not have to be about "choice and competition" rather it should be about "integration and equity" (CTU Research). Integrated schools should have an accepting environment, not a segregated one.
sources:
Boigra, Steve. "Trying to Make Separate Equal ." Chicago Reader. N.p., 13 June 2013. Web. 26 Feb. 2014.
CTU Research. "New Report Unravels the Sordid History of Racial Segregation in Chicago Public Schools." Chicago Teachers Union. N.p., 17 May 2013. Web. 28 Feb. 2014.
Rezin, Ashlee. "Progress Illinois." CPS Policies Reinforce Segregation In Chicago, Finds CTU Report. N.p., 20 May 2013. Web. 27 Feb. 2014.