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Ethnicity in the school: a case study of the Los Angeles Unified School District

Date
  • 1992
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  • 2013-01-22T18:46:01Z
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Bibliographic Citation
  • The California Geographer 32: 95-109
Notes
  • The literature on school segregation has tended to emphasize the impact of school desegregation policy on residential segregation. The school, however, is where children spend much of their time and energy, and is an important source of information about their ethnicity and about own and other ethnic groups. Based upon the presupposition that the school environment is a key factor for the invention of ethnicity, this research focuses on ethnic composition and exposure in schools. Using Los Angeles Unified School District (LAUSD) as a case study, two separate and related questions are asked: (1) What is the current level of exposure of students to fellow students and staff of different ethnic backgrounds, and how does that compare with the level of exposure in the residential environment? and (2) What are the policy implications of changing ethnic composition in schools, from the point of view of school administrators? The first question highlights the school environment as an important determinant of the presence, absence, and degree of interaction between different ethnic groups. It involves analyses of the current degree of ethnic exposure in schools and in census tracts. The second question puts ethnic interaction into a practical context, by relating problem areas in schools to policy recommendation. Answers to this question are based upon a questionnaire survey of school administrators.
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