Racial Discrimination in Housing

Racial segregation in housing has a long history in the US. Prior to 1917, cities could (and did) pass laws banning sales of houses to black people in white-majority neighborhoods (interestingly, one argument in favor of the law was economic in that “such acquisitions by colored persons depreciate property owned in the neighborhood by white persons” Buchanan v. Warley, 245 U.S. 60 (1917)).

After the Buchanan v. Warley decision, legal segregation moved from the government rules to mortgage loan rules (redlining) and racially restrictive covenants, where the segregationist rules were written into home sales contracts. These were deemed unenforceable in Shelley v. Kraemer (1948), where the Supreme Court made the somewhat odd ruling that while these covenants were not unconstitutional under the Equal Protection Clause of the Fourteenth Amendment because they were agreements between private parties, enforcing them was unconstitutional because that would require action by the state. Of note: the house that precipitated this case is located in St. Louis.

Now that the government could not enforce racially restrictive rules, real estate agents took to blockbusting, where they took advantage of the fears of white residents to convince them that black homebuyers were moving into their neighborhood and that they should sell quickly and at a discount to escape the deleterious effects (including the aforementioned depreciation of home values). The agents would then resell the houses to black purchasers at above market prices.

White flight became a thing. Large portions of the white population migrated from the cities to the suburbs and exurbs as urban neighborhoods became more diverse.

Cutter et al. (1999) use data on house prices and attitudes towards integration to show that,

in the mid‐twentieth century, segregation was a product of collective actions taken by whites to exclude blacks from their neighborhoods. By 1990, the legal barriers enforcing segregation had been replaced by decentralized racism, where whites pay more than blacks to live in predominantly white areas.

Cutter et al. (1999). The Rise and Decline of the American Ghetto, in Journal of Political Economy
Vol. 107, No. 3 (June 1999), pp. 455-506. (full article)

Samuel Kye’s article on The persistence of white flight in middle-class suburbia (abstract only), uses 1990-2010 census data to show that it’s still ongoing. Kye controls for socioeconomic factors to show that this type of sorting remains, significantly, racially motivated. A couple of news reports on this study can be found here and here.

Lichter et al. (2015), did a more granular analysis of the same census data, and find that while cities are getting more diverse, macro-segregation, between different suburbs and exurbs is increasing. (News summary here).

Of consequence to education, Erica Wilson has a detailed article (2019) that, among other things, looks into how modern racial segregation in housing shapes, and is shaped by, parents’ preferences in choosing schools (and the closed social networks they use to make these choices).

Taking an ethnographic perspective, Elizabeth Korver-Glenn, has a very interesting paper on the role real estate agents play (much of it inadvertently or at least unintentionally) in maintaining segregation in Houston TX. Korver-Glenn sums up the research in an interview and brief on the No Jargon podcast The Hidden Listings.

Today, a key issue she finds is that real estate agents’ networks are racially segregated.

Most basically, I learned that the real estate agents tap their social networks as primary tools for generating business. Because those networks are racially structured, white real estate agents end up working primarily with White home buyers and sellers, while Black and Latino agents deal with more diverse sets of clients.

Korver-Glenn (2018). HOW AMERICA’S REAL ESTATE BROKERS STILL USE PRACTICES THAT REINFORCE RACIAL SEGREGATION, on Scholars Strategy Network.

Discriminatory effects are amplified because agents also often keep personal lists of houses that are not publicly available, so called ‘pocket lists’.

Additional References

Korver-Glenn’s research is published in Brokering Ties and Inequality: How White Real Estate Agents Recreate Advantage and Exclusion in Urban Housing Markets (abstract only).

David E. Bernstein argues the importance of the Buchanan v. Warley case in SCOTUSblog.

The Essentials of Education

Free school offered under a bridge in New Delhi, India. Image from NBC News’ Photoblog.

Two things, I think, are required for the best education: an enthusiasm for teaching, and a yearning to learn. All the rest is . . . nice.

Yearning. Image from NBC News’ Photoblog.

Like their Montessori counterparts, these students are responsible for maintaining their environment.

Cleaning up. Image from NBC News’ Photoblog.

Learning from Multiple Perspectives Works Better

In fact scientists have found that variety boosts both attention and retention.

–Patti Neighmond on NPR’s Morning Edition (2011): Think You’re An Auditory Or Visual Learner? Scientists Say It’s Unlikely

Morning Edition has an excellent piece that points out that there is little or no actual experimental data supporting the idea that teaching should be individually tailored for different learning styles.

So presenting primarily visual information for visual learners has no proven benefit.

This is something we’ve seen before, however, this article points out that providing each student with the same information in different ways makes it much more interesting for them, increasing their motivation to learn and their retention of what was taught.

Which is fortunate because it means that if you were trying to teach in multiple ways, hoping that the more vocal stuff benefits the auditory learners and the pretty diagrams resonate more with the visual learners, even if this principle is all wrong, all of your students would still have gotten the benefits of variety.

Another key point is that:

Recent studies find our brains retain information better when we spread learning over a period of time versus cramming it into a few days or weeks.
–Patti Neighmond on NPR’s Morning Edition (2011): Think You’re An Auditory Or Visual Learner? Scientists Say It’s Unlikely

So the educational psychologist, Doug Rohrer, recommends giving less math problems at a time but spreading the work out over a longer time. Our block schedule, with three weeks on and three weeks off, ought to work well for this, since students will be studying math intensely on the on-blocks and doing revision assignments on the off-blocks.

The article is below:

Finnish Schools and Montessori Education

The BBC has a fascinating article on the Finnish educational system; specifically, why it consistently ranks among the best in the world despite the lack of standardized testing. A couple things stand out to me as a Montessori educator.

The first is the use of peer-teaching. There’s a broad mix of abilities in each class, and more talented students in a particular subject area help teach the ones having more difficulty. It’s something I’ve found to be powerful tool. The advanced students improve their own learning by having to teach — it’s axiomatic that you never learn anything really well until you have to teach it to someone else. The struggling students benefit, in turn, from the opportunity to get explanations from peers using a much more familiar figurative language than a teacher, which can make a great difference. I give what I think are great math lessons and individual instruction, but when students have trouble they go first to one of their peers who has a reputation for excelling at math. In addition to the aforementioned advantages, this also frees me up to work on other things.

A second thing that stands out from the BBC article is how the immense flexibility the teachers have in designing their teaching around the basic curriculum coincides with a very progressive curriculum. This seems an intimate consequence of the lack of assessment tests; teachers don’t have to focus on teaching to the test and don’t face the same moral dilemmas. Also, this allows teachers to apply their individual strengths much more in the classroom, making them more interested and excited about what they’re teaching.

E.D. Kain has an excellent post on the video The Finland Phenomenon that deals with the issue specifically. It’s full of frustration at the false choices offered by the test-driven U.S. system.

(links via The Dish)

The future of education?

The innate will to learn is the basic premise of the Montessori philosophy. So we emphasize giving students the freedom to explore the Montessori works, and allow them the time an space to teach each other, rather than intervening all the time. I know I find it hard to shut up sometimes and let them make the obvious mistakes, but they learn so much better that way.

Sugata Mitra wondered what would happen if you gave a computer to bunch of developing-world kids and let them use it as they would. As with Montessori, it turns out that the kids learn a lot, especially because they end up teaching each other.

Mitra’s TED talk is quite interesting in that it’s amazing just how much students will learn from a computer, even if unmediated by a teacher, if you just let them at it. Based on this work, he wants to add more computers and more unmediated spaces, all around the world. I think it’s a good idea.

In middle school we don’t have all the Montessori works students use in pre-Kindergarten through Upper Elementary. Students and their studies are getting more abstract. Instead, there are lots of individual and group projects. I like to view it as a set of apprenticeships: learn to be a scientist, learn to be an author, learn to be a geographer, and so on. One of the key questions I juggle is how “real” should their projects be. Should I give them a basic assignment and have them figure out the questions on their own, or should I point them toward specific resources, like chapters in the textbook. The answer is somewhere in between, but there is a constant tension. I also just try to mix it up a bit.

At any rate, Mitra’s work is interesting and I think its long-term results will probably affect the way we teach Montessori middle schools.