PLCY 700 Annontated Bib.docx.pdf

ANNONTATED BIBLIOGRAPHY

Annotated Bibliography

Kelcey Anyá Broomfield

Helms School of Government, Liberty University

Author Note

Kelcey Anya’ Broomfield

I have no known conflict of interest to disclose.

Correspondence concerning this article should be addressed to Kelcey Anyá Broomfield.

Email: kabroomfield@liberty.edu

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government oversight of the housing market and its effects on education. Authors Burke

and Schwalbach argue that where a family can afford to live should have no bearing on the

quality of education that their children have access. The article calls for a separation of

housing and schooling policies in order to provide more equitable educational access. Their

research indicates that underperforming schools are often linked to redlined areas from

racist 20th century housing policies. Despite the ending of redlining at a federal level, many

local governments still maintain residential assignment in regard to school zones. This by

default creates inequitable access. Taxes in a particular district funds the public school in

that district creating disparities in school resources by zone. The article concludes with

recommendations for access to more equitable education. Burke and Schwalbach’s

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Duncan, G. J., Brooks-Gunn, J., & Klebanov, P. K. (1994). Economic deprivation and early

childhood development. JSTOR, 65(2), 296. https://doi.org/10.2307/1131385

Authors Duncan, Brooks-Gunn and Klebanov consider three questions concerning the

impact of economic deprivation on child development including how developmental

outcomes in childhood are affected by poverty, what are the consequences of length of

exposure to familial poverty and what are the comparisons of poverty at the family and

neighborhood level. The data is supported through investigation of the Infant Health and

Development Program and their findings conclude that familial income and poverty status

correlate with the cognitive and behavioral development of children. Scholars have

reported that practices of redlining have contributed to concentrated areas of poverty and

term referred to as “reverse redlining”. This is the practice of considering areas once

sanctioned off by the Home Owners Loan Corporation (HOLC) as undesirable and

ensuring that school districts are separated by most and least favorable contributing to the

cognitive, behavioral and academic decline of students, namely impoverished, Black

students.

Gillborn, D. (2005). Education policy as an act of white supremacy: whiteness, critical race

theory and education reform. Journal of Education Policy, 20(4), 485-

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506. https://10.1080/02680930500132346

This article is an empirical analysis of education policy in England drawing from recent

findings in United States critical theory including white studies and critical race theory

(CRT). The author considers these theoretical practices to fill the gap in understanding the

impacts of institutional racism in the UK, a practice that has been greatly ignored. Gillborn’s

research concludes with the exploration of racism and intentionality. While he argues that

racism in the UK education policy may not be planned or deliberate it is simultaneously not

accidental or by happenstance. He argues that due to white policy makers and a structure of

domination, education policy is an act of white supremacy and by his conclusion is more

detrimental than overt acts of white supremacy by extremist groups. Gillborn’s research gets

ended, have perpetual impacts on intergenerational education of people of color.

Gregory, A., Skiba, R. J., & Noguera, P. A. (2010). The Achievement Gap and the discipline

gap. Educational Researcher, 39(1), 59–68. https://doi.org/10.3102/0013189x09357621

This article correlates the academic achievement gap between white students and their

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color. The article asserts that non-white students receive a disproportionate number of

school suspensions and expulsions compared to the white students contributing to the

increased gap of comparative academic achievement. The article concludes with directions

for discipline policies and practices that reduce this gap. Referencing historical racist

practices, it is evident the direct and indirect correlations between these past policies and

present outcomes. Specifically considering the practice of discriminatory housing

practices, including redlining, “less desirable” areas were segregated from those of

affluence and predominantly white experiences. If a family of color happened to live on the

“right” side of the line or resided in a state with open school enrollment, their students

were subjected to racial discrimination by those in power who believed that they did not

children failing to achieve their developmental potential. Lloyd addresses the lack of basic

rights to health and protection of children and draws parallel between attention to Early

Childhood Education and Care (ECEC), the provision of high-quality services and its

impact on children. The author draws a direct correlation between quality of care of

children and their cognitive, emotional and behavioral development. This article, although

based in the UK, positions itself in the larger conversation concerning quality and access to

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care (and education) for children and their overall development. This article aligns with the

concept that quality of and access to care are major contributing factors to the wellbeing of

children. In conjunction with systemically racist policies that hinder this access and

develop pockets of racially segregated communities contribute to the academic, cognitive

and behavior decline of K-12 aged children. This work also expands the scholarship

concerning these topics to be one of international concern. Racism, racist policies and

racist practices are not unique to the United States, and neither are the negative impacts

and implications on communities of color and school aged children.

Mendez, J. B., Quark, A., & Aaron, K. (2023). The politics of school rezoning in the “cradle of a

nation”: racial segregation, settler colonialism, and private property in williamsburg,

virginia. Sage Publications, 9(2), 135–149. https://doi.org/10.1177/23326492221134707

This article analyzes a controversial high school rezoning in Eastern Virginia to explore

what logics and discourses do privileged white parents employ to justify continued racial

inequities. The authors conducted a content analysis and utilized Critical Race and Settler

Colonial theories to support their findings. It is concluded that white, middle-class parents

employed private property and whiteness support the claim that they were solely entitled to

enters the conversation of power and privilege through mindset. The belief of superiority

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disproportionate amount of privilege these parents have due to past racist and

discriminatory housing policies that provided them with space and opportunity to get

ahead. This mindset and willful ignorance feed a superiority complex within the white

people in power. These white people become the policy makers perpetuating these racist,

inequitable experiences for people of color and the cycle continues between housing

inequities and educational disparities between whites and people of color.

Publications, 38(4) 431-459. https://doi.org/https://doi.org/10.1177/004208590303800400

particularly race, gender and school performance of Black males through an exploration of

a variety of discipline. Black males disproportionately represent categories with negative

behavioral outcomes in America. What this author sets out to do is explore the correlation

between cultural and environmental factors and academic achievement. Could the

achievement gap between Black males and their peers be contributed to inequitable

resources, unfair housing practices that have led to unstable home life and racial biases

here, can in fact be deemed as contributing factors to identity and academic achievement

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amongst those that are willing to consider that the seemingly invisible and irrelevant

practices of the past still have lingering impact today. Noguera indirectly joins the

conversation of if environment, for example neighborhood, school district, housing has an

impact on the academic achievement of Black males and there is still large discrepancies

there, then the correlation between housing discrimination and inequities and academic

achievement and aptitude is glaring.

https://doi.org/10.1080/19338341.2020.1759118

and its invisible impact on every aspect of American culture through geography. The article

asserts that the insidious legacy of redlining is how ‘good’ neighborhoods have been

codified as white while ‘bad’ neighborhoods have been codified as Black. The author

asserts that the legacy of these racist practices permeates every transaction in America due

to its invisibility. The use of geography is a tool for the exploration of how social and

political worlds operate. Pearcy argues that through the study of geography, we can

there are no explicit racist policies regarding zoning and districting schools, it can be

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overlaps in disparities and lingering effects of inequities. Geographical lines from the

formation of states, the South versus the Union, city lines all the way down to school

districts serve a purpose and have always been drawn with the benefit of one group in mind

over others. As policy makers consider how to move forward, the past must first be visited.

Reardon, S. F. (2016). School segregation and racial academic achievement gaps. RSF: The

Russell Sage Foundation Journal of the Social Sciences, 2(5), 34–57.

academic achievement gaps and determines that discrepancy in school poverty rates

between predominantly Black schools and white schools is single handedly the most

powerful correlation of academic achievement gaps. This research implies that schools

with higher levels of poverty are less effective than schools with lower levels of poverty.

Reardon suggests that the implementation of strategies intended to reduce the exposure of

race, racial disparities cannot be ignored. If poverty correlates to academic achievement

gaps and in many cases, race contributes to poverty, while discriminatory housing practices

contributed to racial segregation, it can be deduced that there is a correlation, albeit direct

or indirect, between historically discriminatory and racist housing practices and the

academic achievement gap of students of color. Redlining practices, although outlawed,

have led to inequitable distributions of school district lines sequestering low-income