Washington University Law Review
Our public schools are more segregated than is commonly recognized. Through an original empirical study of 157 school districts, this Article uncovers that teachers are resegregating, just as students are. Many educators, policymakers, and legal scholars would find no fault with this resegregation because they disconnect integration from quality of education. The consequences of teacher segregation, however, remain uncharted territory in this debate over the value of school integration. The resegregation of teachers exposes the truth of school segregation — it continues to impede structural equality and helps to perpetuate white supremacy. Segregated teaching staffs, which generally mean inexperienced white teachers in minority schools, are but one aspect of the inequality of segregation. Yet, this past term, the Supreme Court legitimated the current segregation in our public schools in its landmark opinion, Parents Involved. Our society's refusal to recognize the transformative potential of integration is, however, more of an obstacle to equality than the Supreme Court. That is, until society identifies integration with quality of education, the Supreme Court's refusal to do so is unimportant.
86 Wash. U. L. Rev. 1
Available at: http://openscholarship.wustl.edu/law_lawreview/vol86/iss1/1